Beacon Lesson Plan Library

Looking Back at Pre-Civil War Slavery

Marcellus Alexander

Description

Students understand the nature of slavery, the impact of slavery on African-Americans, and how slavery intensified the conflict between the North and South that eventually led to a major cause of the Civil War.

Objectives

The student understands the impact of significant people, events and ideas on the development of the United States (for example, Thomas Jefferson, Manifest Destiny).

Materials

-Pre and Post Test (See associated file.)
-Text (any 8th grade American History text)
-Access to Internet
-Writing utensils
-Typing paper (32 sheets)
-Paperclips (32)
-Small cheap paper plates (32)
-5 packs of crackers (any kind)
-Source: Yamashita, B. I. THE CIVIL WAR-EMANCIAPATION EXPERIENCE. Honolulu, Ask Eric, 1994.

Preparations

Gather materials (contingent upon class size).
Make 32 copies of Diagnostic Pre-Test.
Make 32 copies of Post Test.
Mark 8 sheets of paper with group A.
Mark another 8 sheets with group B.
Mark the last 16 sheets with group C.
Arrange room according to the attached diagram.
Prepare crackers/cookies.

Procedures

1. Use the following questions to engage students into a discussion about slavery concerns.
Why was slavery so important to the South? How did the people try to justify slavery? Why was the Civil War fought?

2. Students will identify and define at least ten vocabulary words. Have two students write the following vocabulary words on the board: economic status, political status, social status, slavery, emancipation, union, confederacy, plantation, abolitionist, and Abraham Lincoln. Students may use texts to write the definition of the words. Guided practice will be achieved as the teacher circulates around the class and assists students. Teacher will review definitions to ensure consistency.

3. Students will research and present reports to the class on a topic dealing with the social status of southern slaves, plantation economy, and/or the political status of white southerners. Information will include significant events in slavery and the Civil War.

4. To ensure comprehension and consistency, students will take notes on important points, and the teacher will also give a brief summary after each presentation as reinforcement.

Activity:

5. (Due to the sensitivity of the subject matter, the teacher will closely monitor the activity.) Arrange desks and seat groups as diagrammed. (See attached file.)

Part I-(8 +/-) students will be labeled group A.
Another (8 +/-) students will be labeled group B.
(16 +/-) students will be labeled group C.

(1.) Group A will be given one plate of crumbled crackers (per group) to share, and they will be instructed by the teacher not to leave their designated area..
(2.) Groups B and C will be allowed to have a plate of crackers for each student and they will be instructed to move freely about the room.

Part II.
Teacher will now address and monitor the second part of this of this activity with the listed group modifications.

1.Group A students are now allowed to have a plate of crumbled crackers each and they are instructed by the teacher to move freely about the room.
2. Group C students are also allowed to have a plate of crumbled crackers for each student and move about freely about the room.
3..Group B will not be given any crackers but will be instructed by the teacher to move about freely.

6. Students will write a reaction paper adhering to the criteria listed in the assessment section. Teacher will share the criteria with students prior to writing the paper.
7. Teacher will give an overview on the topics covered: Slavery impact on African-American and the Civil War to ensure consistency student comprehension.

8. Closure for this lesson will entail the Post Test that will be assessed and recorded.

9. For homework students could interview relatives or neighbors to see if they have any interesting facts about the Civil War.

Assessments

Each student will write a Reaction Paper to Part I and II of the class activities. Assessment will be based on the studentís ability to recognize and assess the differences in each group before and after a specific event, the best group to be in, the worst group, and include feelings, and to tell how this activity relates to slavery during the Civil War.

Students will research a topic on Slavery and/or the Civil War and make a class presentation.
A formative assessment will be based on accuracy of facts, Civil War connection, and the use of at least two sources.
A diagnostic instrument will be given to assess prior knowledge level on Slavery and the causes of the Civil War. (See associated file).

Post Test (See associate file.)

Extensions

Lessons can be modified to accommodate ESOL and ESE students. These students should be allowed to do shorter research papers and less difficult tasks than regular students.

Students can research prominent African American figures, such as Dr. King, Malcolm X, Booker T. Washington, Harriet Tubman and Frederick Douglas.

Web Links

Web supplement for Looking Back at Pre-Civil War Slavery
The Causes of the Civil War- Slavery in the United States-American Civil War

Web supplement for Looking Back at Pre-Civil War Slavery
The United States Civil War-Emancipation

Web supplement for Looking Back at Pre-Civil War Slavery
The Causes of the Civil War- Slavery in the United States-American Civil War

Attached Files

A Pre-Post Test, a diagram, and an answer key.†††††File Extension: pdf

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