Social Studies Lesson Plan Template



U.S. History Lesson Plan based on Slave Resistance

Voncia Barno #3442510, AMH 5905: History of the Americas, Professor Luca

1. Title: 11th grade U.S. History: Slave Resistance

2. Overview - Big Ideas: Enduring Understandings – Students will be able to:

• Describe the various forms of violent, active and passive resistance strategies used by slaves in the United States

• Identify the most impactful slave revolts in United States history

• Understand the first hand experiences of slaves through reading and recreating slave narratives

Essential Questions – What active and passive methods were employed by enslaved Africans to resist complete domination of their autonomy, culture, and family under the system of chattel slavery?

3. Lesson Objectives: Standards -

SS.912.A.1.1 Utilize a variety of both primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

SS.8.A.1.6 Compare interpretations of key events and issues throughout American History

SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their writing, art, music and artifacts

SS.8.A.3.15 Examine the time period from the perspective of historically underrepresented groups (children, indentured servants, Native Americans, slaves, women and working class)

SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies

4. Key Vocabulary: insurrection, resistance, resilience, narrative

5. Evidence of Student Understanding (Assessment) in this Lesson:

Through a teacher-led power point lecture with a multitude of primary source visuals of different forms of both passive and active resistance exercised by slaves, students will have an understanding of how African Americans were able to reject domination of their complete autonomy, families, and culture. Then in small groups of 3, students will use the slavery databases to research an assigned slave insurrection or primary document that incited a rebellion (Denmark Vessey, Nat Turner, Gabriel Prosser, Stono Rebellion, David Walker’s Appeal to the Colored Citizens of the World) and create a visual presentation through power point of the major figures involved, the plan and process of planning, the details of execution and the outcome. Students will then present their power point presentation to the class. Next, students will use these real life examples of resistance to create an original slave narrative through a creative writing assignment that describes the first hand account of a slave that goes from capture, to the Middle Passage to life on the plantation to resisting enslavement. Students will then read excerpts from the slave narratives of Oladuah Equiano and Frederick Douglass to understand the real life experiences of two slaves who have successfully resisted enslavement. Finally, students will use a Venn diagram or comparison chart to show the similarities and differences of the experiences during enslavement and methods of resistance used of Douglass, Equiano and their original slave narrative.

6. Materials Needed: Autobiography of Frederick Douglass, Slave narrative of Olaudah Equiano, Computer for research, Microsoft Power point to create power point, Venn diagram/ Comparison chart, LCD projector for presentations

7. Steps to Deliver the Lesson (4-5 class periods):

a. Brainstorming Opening: In a class discussion, students will brainstorm ways they believe enslaved Africans used to resist domination during slavery.

b. Power point Lecture: Teacher will give a power point lesson of primary source visuals and documents that demonstrate the ways White slave masters attempted to “break” enslaved Africans mentally, physically, and culturally; and the multitude of methods used by slaves to actively and passively resist oppression and maintain some sense of autonomy

c. Computer Research/ Group Power point Creation: In small groups of 2-3, students will use the slavery databases to research an assigned slave insurrection or primary document that incited a rebellion (Denmark Vessey, Nat Turner, Gabriel Prosser, Stono Rebellion, David Walker’s Appeal to the Colored Citizens of the World) and create a visual presentation through power point of the major figures involved, the plan and process of planning, the details of execution and the outcome.

d. Group Presentation: Students will present their insurrection to the class who will use note-taking skills to take notes on each mini-lecture

e. Creative Writing: Students will create an original slave narrative describing in a first hand account the experience of a slave from capture in Africa to the Middle Passage to life on the plantation to methods used to resist. Students will present these original narratives to the class.

f. Read excerpts: Students will read excerpts from the slave narratives of Frederick Douglass and Olaudah Equiano.

g. Comparison: Students will compare the experiences of enslavement and methods of resistance used by Douglass, Equiano, and their original narrative (in either a Venn diagram or comparison chart) to show the similarities and differences of slave experiences and resistance.

8. Specific Activities: (From Guided to Independent)

a. Accessing prior knowledge through brainstorming resistance methods activity

b. Teacher-led Power point lecture on forms of active and passive resistance of slaves to oppression

c. Student Computer Research on slave revolts

d. Group creation of a power point presentation

e. Group presentation of slave insurrection

f. Individual creative writing of original slave narrative

g. Student reading of real slave narratives

h. Student comparison/contrast of slave narratives

9. Differentiated Instruction Strategies:

a. Use of multiple learning modalities: hands on activity with research, creative writing, and creating a power point (kinesthetic/tactile learners), discussion and lecture (auditory learners), power point presentation (visual learners)

b. Working in multiple settings from class discussion, to small heterogeneous groups, to individual work

10. Technology Integration: Computer research of slave revolts, computer use to create power point presentations, use of LCD projector for teacher and students to present power point presentations

11. Lesson Closure: After hearing through lecture about forms of resistance, researching slave revolts, reading real slave narratives, and reliving an imagined experience through creating their own narrative on resistance, students will write a reflective essay making connections to modern resistance answering the following questions: Describe examples of oppression that African Americans have experienced throughout history after slavery all the way to today. What ways have Blacks throughout history (post slavery) used to resist all forms of oppression (include Reconstruction, Civil Rights Movement, modern examples). What can you do today personally to resist oppression?

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