Skills: - The Social Studies Project



Lesson Plan TemplateTitle: “In Our Family, Indoors and Out.” Descriptive Subtitle: A student-created graphic novel project exploring the lives of the enslaved people of Mulberry Row. Grade level: Elementary (3-5)Topic/subject:Topics:Subjects: History: U.S.Slavery and Plantation LifePeople ProfilesPrimary Documents & Jefferson WritingsTags: slavery, graphic novels, literacy, primary source documentsAuthor Information:Name: Michele M. CelaniEmail: GeorgiaClio1124@School: Washington Park ElementarySchool Address: 721 Highway 212City: MonticelloState: Georgia 31064Duration: 60 to 90 minutesOverview: During his lifetime, Thomas Jefferson enslaved over six hundred individuals. Throughout his correspondence, he refers to these individuals as members of his extended family. Although he considers them family, Jefferson acknowledges that there are differences “in our family, both in doors and out.” That difference is slavery.This lesson explores the lives of individuals who were held in bondage at Monticello’s Mulberry Row and the impact it had on their daily life. While the ultimate goal is to extend this lesson to include all the enslaved people of Monticello, in its current state it focuses on the life of Jupiter [Evans], who shared a close relationship with Thomas Jefferson for over fifty years. If you desire, this lesson format and activities can be adapted to explore the lives of others enslaved on Mulberry Row.Mulberry Row was the center for industry on the plantation between the years of 1770 and 1831. During that time, there were over twenty structures that were used as stables and workrooms to supply the estate with its necessities. Enslaved people worked in the fields, the nailery, the joinery, and the textile “factory” to provide the cloth, furniture, and nails that were needed. Jupiter [Evans] was one of these people.Jupiter [Evans] and Thomas Jefferson shared a close personal relationship. Born in the same year and on the same plantation, their lives have many parallels, including both finding and courting wives from the same plantation. While their lives seemingly have many commonalities on the surface, the reality of their day-to-day lives could not be more different. Thomas Jefferson was born the son of a Virginia planter. Jupiter was born the son of a slave. As boyhood companions, they played together in the Virginia countryside but in 1764 the relationship takes on an added dimension when they both turned twenty-one. It is in this year that Jupiter legally becomes the property of Thomas Jefferson. From this point on, the relationship is between a master and his slave. Jupiter remains the property of Thomas Jefferson until his death in 1800. During his lifetime, Jupiter has many roles. When Thomas Jefferson goes off to college at William and Mary in Williamsburg, Jupiter works as his valet taking care of his person and running his errands. After Jefferson’s marriage, Jupiter works at Monticello as a coachman, hostler, and receives training as stonecutter. In fact, Jupiter makes the stone columns on the porch at Monticello. While Thomas Jefferson is in France, Jupiter is rented to a local stonemason and earns Jefferson the sum of twenty-five pounds a month. After Jefferson returns to Monticello, Jupiter continues work on many of the building projects around the property.Years later, after experiencing difficulty recovering from an illness, Jupiter consults a local African American conjurer for a remedy and is told that it will either cure him or kill him. After taking the concoction, Jupiter lapses into a coma and dies nine days later. In this lesson, students will analyze primary source documents and images related to the life of Jupiter [Evans] at Monticello and Mulberry Row through a sorting activity of primary source information and images and creating a timeline of Jupiter’s life. Using this information the students will create a graphic novel chapter(s) based on the events of his life. Source: Stanton, Lucia. Those Who Labor for My Happiness. Charlottesville: University of Virginia Press, 2012, print. Prior knowledge: Prior to beginning this activity, the students should know and understand that Thomas Jefferson wrote the Declaration of Independence, including the language that “All men are created equal, that they are endowed by their Creator with certain unalienable rights, that are among these are Life, Liberty, and the Pursuit of Happiness.” The students should also know that slavery is an institution that denied African Americans their natural rights and forced them to work for no money while allowing white planters to amass enormous wealth. They should also know that Thomas Jefferson was a slave owner who owned over six hundred slaves over the course of his lifetime.Students should also be familiar with the genre and format of a graphic novel. You may check out graphic novels from your media center or go online to show them excerpts from Congressman John Lewis’ graphic novel March. following activities can be used to activate prior knowledge and familiarize the students prior to beginning the activity and for additional resources for the projectBackground information about the life of Jupiter and his wife, Suck. information about the life of Thomas Jefferson of Independence. Jefferson’s home, Monticello & the experiences of the slaves on Mulberry Row Landscape of Slavery: Mulberry Row at Monticello. and Slavery: about Slavery at Monticello: Frequently Asked Questions at Monticello Ap available for I-Phone and Android devices. who lived at Monticello Performance Standards – Social Studies, Grade FiveSS5H1: The student will explain causes, major events, and consequences of the Civil War.b. Discuss how the issues of states’ rights and slavery increased tensions between the North and the South.Georgia Standards of Excellence – Language Arts, Grade FiveELAGSE5W3: Write narratives to develop real or imagined experiences or events using technique, descriptive details, and clear event sequences.Orient the reader by establishing a situation and introducing narrator and/or characters, organize an event sequence that unfolds naturally.Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.Use a variety of transitional words, phrases, and clauses to manage the sequence of events.Use concrete words and phrases and sensory details to convey experiences and events precisely.Provide a conclusion that follows form the narrated experience or events. ELAGSE5W6: With some guidance and support from adults, use technology, including the Internet to produce and publish writing as well as to interact and collaborate with others and demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.ELAGSE5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Skills:Organize items chronologicallyDistinguish between fact and opinionIdentify and use primary and secondary sourcesDetermine adequacy and/or relevancy of informationAnalyze primary source documentsSummarize historical texts and eventsWrite narrative text Objectives: Students will understand the effect of slavery on the daily life of enslaved people.Students will be able to analyze primary source documents, organize items chronologically, summarize historical events, and write a historical narrative in the form of a graphic novel chapter.Students will understand that slavery was a complex system that denied African Americans their freedom and forced them to work without pay, while allowing white planters the opportunity to amass great wealth. Essential Question: How did slavery affect the daily life of enslaved people at Monticello?Procedures: Warm Up or Activating Activity: Read Aloud & Video Clip (10 -12 minutes) – large groupTo activate the students’ prior knowledge about Thomas Jefferson, the Declaration of Independence, and the lives of slaves at Monticello, read the book, Thomas Jefferson: Life, Liberty, and the Pursuit of Everything by Maira Kalman aloud to the class. Note: If you cannot purchase the book or if you have English Language learners or special education students who require additional support, you may stream a video of the book being read aloud. Closed captions are available and provide additional support for these students. large group, have the students answer and discuss the following questions: Who wrote the Declaration of Independence? Thomas Jefferson believed that all men were created…? Where did Thomas Jefferson live? Who did the work at his house? Did Thomas Jefferson really believe that all men were created equally? What evidence from the text led you to that conclusion? What do you think the experience of being a slave was like? What evidence from the text supports your opinion?Introduce a brief video clip by telling the students that they will be learning about the life of Jupiter, who was a slave at Monticello who had a very close relationship with Thomas Jefferson.Play the video clip from “Slavery and the Making of America: Part 2” from 8:18 – 10:00. This clip depicts the childhood relationship between Thomas Jefferson and Jupiter. discuss and answer any questions with the large group before moving on to the next activity.Learning Activity One: Background Essay & Discussion (15 – 20 minutes), individual & large groupMake a copy of the background essay for each student.Distribute copies of the background essay (Appendix A) to each student. Have each student independently read the background article. Ask the students to answer and discuss the following questions as a large group: Why did Jupiter and Thomas Jefferson have a close relationship? What type of jobs did Jupiter have? Was Jupiter a skilled worker? What evidence in the text supports your answer? Why do you think Jupiter had so many jobs? Did anything in the article surprise you?Learning Activity Two: Matching Activity (10 minutes), partnersMake enough copies of the matching activities (Appendix B) to accommodate groups of two. Cut them apart and place them in an envelope. Make one copy per student of the Timeline of Jupiter’s Life handout. (Appendix C).Distribute a copy of the matching activity (Appendix B) to the students.Allow students five to ten minutes to work with their partners to match the images to the correct description.Instruct the students to then place the matched sets of images and descriptions in chronological order. Allow students five minutes to complete this task.Circulate around the room answering questions and checking for accuracy.Distribute a timeline handout to each student.The students should summarize and write the information from the description card next to the date on the timeline. Students may alternate writing information on the left and right of the date to avoid overcrowding.Review the information with the whole class to ensure that the timelines are accurate. Learning Activity Three: Image Analysis (10-15 minutes), small groupMake enough copies of images in the Image Gallery for groups of four. If you cannot print multiple sets of the images, you can print one set and make a bulletin board gallery or display them using a projector. Note: You can make your gallery bulletin board interactive by using the online augmented reality tool, Aurasma. Students will be able to access additional information or videos about an image by hovering over it with their tablet or smart phone. to the students that they will be analyzing images for details that they can include in their project.Allow students to view, analyze, and discuss the images. You may need to prompt them to make observations and ask questions such as: What am I looking at? What details do I see in the image that I can include in my project? How do people dress? Do enslaved people dress differently from others? What kind of tools do people use? What kind of jobs did people do? How did they travel? What did they eat?Have the students make a list of their observations and/or items from the images that they would like to include in their graphic novel.Allow students to share their observations with the class.Learning Activity Four: Graphic Novel Chapter(s) (90 - 120) minutes, individualBefore the students begin their novels, it is helpful to explain what graphic novels are. You may want to check out some graphic novels from the school media center to use as mentor texts. Students can refer to these if they have questions or need ideas. Graphic novels are a combination of images, captions, dialogue, and thought bubbles. It is up to the student how much information is communicated in each of these ways. Encourage students to be creative.Students may choose to write their graphic novel from the perspective of the slave, if they do not they should create a narrator character. If this is their first historical graphic novel, encourage the students to write it in chronological order. The timeline from activity two should be very helpful.Provide the students with a copy of the rubric. Explain each category. Emphasis that the rubric focuses on the accuracy of the information and how effectively they communicate the information. This is NOT an art project. Students will not be graded on their artwork. Make a copy of the graphic novel template for each student. If you do not wish to print the template, you have the option of letting the students create their own frames (boxes) and gutters (the blank space between panels). If you want to utilize technology, you may also elect to use one of the following online tools:ReadWriteThink Comic Creator: Master: Comic Builder: Provide each student ten sticky notes (one for each year on the timeline). Have the students draw or describe what type of image they will illustrate for each event. Be sure the students record the year or the title of the event so they will know which illustration goes to which event. Note: Students may want to create more than ten panels. Students may create as many panels as they would like. Encourage students to place their sticky notes in the order that they would like them to appear in the novel. Have the students write a number either on the front or back of the sticky note to indicate its order in the novel. Note: If you do not wish to use sticky notes, you can have your students draw a box for each panel and complete the activity in step 6.Once the students know the order and what they would like to draw, they may begin creating their page, chapter, or novel. If your students are creating a page or chapter, have them leave the first panel blank. This is where the students will write their title and name.Once the students the students have finished creating their novels, have them create a title. The title and their name should be written on the front cover of the book or in the first panel of a page or chapter.You may give your students the option of coloring their graphic novel or leaving it in black and white. Note: It has been my experience that when students are reading each other’s’ novels, they prefer to read novels that are in color. Students also tend to grade non-colored graphic novels in effort unless the student has made the effort to create shadows. Materials: Thomas Jefferson: Life, Liberty, and the Pursuit of Everything by Maira Kalman (ISBN: Thomas Jefferson: Life, Liberty, and the Pursuit of Everything You Tube video: and the Making of America: Part II -View minutes: 8:18 – 10:00 Article - Appendix AMatching Activity – Appendix BTimeline of Jupiter [Evans] Life - Appendix CImage Gallery – Appendix DComic Strip Template - Appendix EGraphic Novel Template (blank) – Appendix FProjector or computer labColored pencils or markersRulersErasersAssessment(s): The cumulative assessment for this project is the graphic novel chapter. The project will be graded according to the rubric below. To provide students with an authentic audience, it is strongly recommended that the students be allowed to grade each other’s novel. My suggestion would be to host a “publishing party” where student read and score each other’s work. The rubric below reflects a total of 25 points. To earn a possible 100 points, the project musts be assessed by four individuals. Assessment Criteria (rubric, checklist, etc.): EventsChronological OrderAccurate dialogue & imagesCreative TitleEffort5 PointsAll ten events included.5 PointsAll events are in correct chronological order5 Points All captions, dialogue, and images accurately reflect the information.5 PointsThe title describes the topic in a descriptive way.5 PointsThe novel is neatly drawn and written. The novel is colored.2.5 PointsFive to nine events2.5 PointsA few events are out of order.2.5 PointsFew mistakes that do not affect the reader’s understanding.2.5 PointsThe title accurately describes the topic.2.5 PointsSome of the writing is difficult to read and/or the novel has little color.0 PointsLess than five events0 PointsSeveral events are out of order. 0 PointsMany mistakes that affect the reader’s understanding. 0 PointsThe title does not make sense.0 PointsThe writing is difficult to read and there is no color.Accommodations: The following are modifications to support English language learners, gifted, and special education students. Differentiation:English Language Learners:Level 1 & 2 students: Use closed captions when showing video clips to help reinforce language acquisition.Provide students with a timeline with the information already printed on it. Have the students read the information and draw a visual representation next to each date.Students may create a comic strip template or a single graphic novel page with illustrations only or provide students with a comic strip or single graphic novel page with the text already filled in. The students will create visual representation to accompany the pre-printed text. Allow students to collaborate with a partner.Level 3 & 4 students:Use closed captions when showing video clips to help reinforce language acquisition.Provide students with a timeline with sentence starters printed next to each year. The students will complete the sentence.Provide students with a comic strip template or single graphic novel template with sentence starters in the captions, dialogue or thought bubbles. The students will complete the sentences and illustrate.Allow students to collaborate with a partner.Level 5 students should not need modifications.Gifted:Require students to identify their own primary and secondary resources for their project. Students may use for their research. Please see specific page links in the background information at the beginning of this lesson plan.Students may write an entire novel instead of a page or chapter.Students may use online graphic novel tools to create their novel.Students may choose to write their novel as a series of flashbacks or from the perspective of an artifact.Students may choose to write a novel about more than one enslaved person.Differentiation continued.Special Education Students:Use closed captions when showing video clips to help reinforce language acquisition.Provide students with a timeline with the information already printed on it. Have the students read the information and draw a visual representation next to each date.Students may create a comic strip template or a single graphic novel page with illustrations only or provide students with a comic strip or single graphic novel page with the text already filled in. The students will create visual representation to accompany the pre-printed text. Provide students with a timeline with sentence starters printed next to each year. The students will complete the sentence.Provide students with a comic strip template or single graphic novel template with sentence starters in the captions, dialogue or thought bubbles. The students will complete the sentences and illustrate.Allow students to collaborate with a partner. Appendix ABackground ArticleDuring his lifetime, Thomas Jefferson enslaved over six hundred people; however, not all of those slaves lived at his home at Monticello. Monticello was home to nearly one hundred and thirty enslaved people. While a few of them worked in the house, many more worked in the fields or on Mulberry Row.Mulberry Row was the center for industry on the plantation between the year of 1770 and 1831. There were over twenty structures that were used as stables and to supply the estate with its necessities. Enslaved people worked in the fields, the nailery, the joinery, and the textile “factory” to provide the cloth, furniture, and nails that were needed.One of the people who worked on Mulberry Row was named Jupiter [Evans]. Jupiter and Thomas Jefferson had a close personal relationship. They were both born on Shadwell plantation in 1743. Thomas Jefferson was born the son of a planter. Jupiter was born the son of a slave. As boyhood companions, they played, hunted, and fished together in the Virginia countryside. That all changed when they both turned 21 years old in 1764. In that year, Jupiter legally becomes the property of Thomas Jefferson and relationship officially becomes that of master and slave. Jupiter remains the property of Thomas Jefferson until his death in 1800. During his lifetime, Jupiter has many roles. When Thomas Jefferson goes off to college at William and Mary in Williamsburg, Jupiter works as his valet taking care of his person and running his errands. Jupiter bought Thomas Jefferson his school books, some string for his violin, and even a wig! He also let him borrow money if he needed it to tip a servant, paid his bills, and even collected the money people owed to Thomas Jefferson. Jupiter rode behind Jefferson’s coach and followed him everywhere he went on horseback. He also delivered many messages including one to Williamsburg that said it was the desire of the colonies to abolish (get rid of) slavery! In 1774, Jupiter returns to Monticello and begins working in the stables. Jupiter takes his work very seriously and does a fine job, even though he let a mule escape from the stable. One day he spoke to Thomas Jefferson harshly after he gave permission for an enslaved boy to ride one of his finest horses. Jupiter said that he shouldn’t be expected to keep the carriages and horses in fine condition if they were going to be ridden by children! No one spoke to Mr. Jefferson that way! Although Jefferson agreed with him, he did warn Jupiter never to speak to him in that way again. That same year, Jupiter marries a girl by the name of Suck. She is sixteen and from the same plantation as Mr. Jefferson’s wife. Suck is a cook. She and Jupiter move into the Negro Quarters on Mulberry Row. They have three children. Their daughter Aggy is born and died in 1777. Phillip is born in 1790 and Johnny in 1797. Only one child survived to adulthood.After Jefferson’s marriage, Jupiter works at Monticello as a coachman, hostler, and received training as stonecutter. In fact, Jupiter makes the stone columns on the porch at Monticello. While Thomas Jefferson is in away France, Jupiter is rented to a local stonemason and earns Jefferson the sum of twenty-five pounds a month. After Jefferson returns to Monticello, Jupiter continues work on many of the building projects around the property. He even works “blowing the rock” with gunpowder to help clear the way for more building projects. Years later, after experiencing difficulty recovering from an illness, Jupiter goes to see a local African American healer for a remedy and is told that it will either cure him or kill him. After taking the concoction, Jupiter lapses into a coma and dies nine days later. Jefferson has lost his companion of over fifty-five years and writes “I am sorry him as well as sensible he leaves a void (hole) in domestic administration (household) that I cannot fill up.” Jupiter was a good and trusty servant and when he died, it was not easy for Jefferson to replace him. No one knows where Jupiter is buried. Source: Stanton, Lucia. Those Who Labor for My Happiness. Charlottesville: University of Virginia Press, 2012, print. Appendix BMatching Shadwell1743Jupiter is born on the Shadwell plantation on the Virginia frontier in the same year as Thomas Jefferson.“As boys they may have fished in the Rivanna River, set traps along it banks, and shared hunting escapades in the surrounding woods.Excerpt from “Those Who Labor for My Happiness.”College of William and Mary1764Jupiter turns twenty-one and so does Thomas Jefferson. At this age, Jupiter legally becomes the property of Thomas Jefferson.Jupiter attends Thomas Jefferson while he is away at the College of William and Mary. Jefferson says that Jupiter duties were to help him “shave, dress, and follow me on horseback.”Jupiter also runs errands, pays bill, and even lends Jefferson money to tip servants from time to time.Excerpt from “Those Who Labor for My Happiness.”Colonial money1770 May 29. Thomas Jefferson "Gave Jupiter to pay for soap.”Stable1774Jupiter becomes a hostler and coachman at Monticello. He takes care of the horses. Jupiter takes his duty very seriously and in later years speaks harshly to Mr. Jefferson in response to his request to let an enslaved boy ride a horse.Jupiter and Suck get married and move into the Negro Quarters.Stone columns made by Jupiter1775Jupiter learns stonecutting from Mr. Rice.Slave burial ground at Monticello. Is Aggy here?1777 Aggy, Jupiter and Suck’s first child was born and died this year. Governor’s palace in Williamsburg, Virginia1780Jupiter’s wife, Suck, traveled to Williamsburg and Richmond with the Jefferson family to cook for them in the governor’s house.James River1781 British forces invaded Richmond. Jupiter drove Mr. Jefferson’s wife and daughters across the James River to safety.Jupiter’s wife, Suck, was kidnapped by the soldiers and didn’t return home for six months!Negro Quarters on Mulberry Road1790 Jupiter and Suck’s second child, Phillip, was born. They live in the Negro Quarters on Mulberry Row. Rivanna RiverAugust 1793: "I have set George and his company to work in the canal.... Jupiter is with them and is constantly employed in blowing the rock at the upper end which it was their first business to lay bare for him." [Jupiter was using gunpowder to remove rock from the path of the canal.] [ In the Rivanna River] Rocks mark slave burial sites. Suck and Aggy?1796Suck dies and is buried Monticello1797 December 21. (Memorandum to Richard Richardson). "Jupiter is to move into the North Square cellar room...for the safeguard of the house. In the mean time he should sleep in the dining room or the South Square cellar room, and have a dog."[19]Jupiter is in charge of the horses at Monticello1798 May 31. (Jefferson to Martha Jefferson Randolph). "Jupiter should therefore be in readiness to depart on a night's warning, with three horses, as a workman accompanies me from here."Rock marking a slave burial at Monticello. Jupiter?1800 Jupiter is sick and takes a remedy from an African American healer. He fell into a coma and died nine days later. Source: Stanton, Lucia. Those Who Labor for My Happiness. Charlottesville: University of Virginia Press, 2012, print. CTimeline of Jupiter [Evans] Lifecenter017430017432984500520702508885684720518000018002508250613600517970017972494915542480517960017962508250465010517900017902508250388810517810017812520315311340517800017802514600235267517770017772482850161480517750017752494915890905177400177425076151543051764001764Appendix DImage GalleryImages taken by Michele M. Celani at MonticelloNote: You may also search the Monticello Image Gallery cabinJoinery – Mulberry RoadColumns built by JupiterAfrican American burial ground at MonticelloRock marking a slave grave at MonticelloMulberry RowClothing of enslave peopleBox inside slave cabinStableArtifacts from the stable where Jupiter workedStool inside slave cabinBed inside slave cabinClothingAppendix EComic Strip TemplateAppendix FGraphic Novel Template ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download