Lesson # Overview Title /Standards

Slave Culture This lesson is designed to help students understand how slaves in America lived. Students will analyze aspects of slave life to draw conclusions about slavery in America. State Standards: STANDARD USI.5c The student will demonstrate knowledge of the factors that shaped colonial America by c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves. National Standards: NCSS Theme I: Culture Students will identify aspects of slave culture in America.

Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs

How did enslaved Africans live? SWBAT: Obj 1: Describe the religion, family structure, slave auctions, resistance and work activities of enslaved Africans in America. Obj 2: Analyze the impact of slavery on Africans.

Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually – can do them as a group if appropriate)

Obj 1: students will read information about different aspects of slave life and complete a “frame routine” organizer. Obj 2: Students will draw a picture of an enslaved African and use thought bubbles to convey key information.

Brief explanation of scope of lesson (explanation of tasks, and assessments)

How are you trying to motivate students in your opener? What is your closure?

Students will break into mixed ability level groups and look at information regarding resistance, religion, family structure, slave auctions and work activities of enslaved Africans. They will fill out a frame organizer (Material A) to organize the information. Individually, students will draw a picture of a slave and use thought bubbles/other visuals to convey key information.

Opener: Think about it… “What did enslaved Africans bring from Africa?” Ask students to think about the question, write something down, and then discuss as a class. Discuss that slaves brought important elements of their culture from Africa. Closure: Exit slip—“Can you think of ways that the culture of enslaved Africans is reflected in the culture of today?” Students should use information from the class period and related it to modern times.

Section 6. Detailed lesson Plan Title: Slave Culture Grade and Subject: 6th grade U.S. History Time Allotted: 42 minutes SOL #:

USI.5C

NCSS Theme:

Individuals, Groups, and Institutions

What is the guiding How did enslaved Africans live? question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? Frame Routine: Students will read information about different aspects of slave life and complete a -include assessments. “frame routine” organizer. The worksheet will be placed in their interactive notebooks. Picture for interactive notebook: Students will draw a picture of an enslaved African and use thought bubbles to convey key information.

Key Concepts (no definition necessary): Slavery Culture

Enslaved African SWBAT (as many as required by lesson): #1 Describe the music, religion, family structure, slave auctions, and work activities of enslaved Africans in America

#2 Analyze the impact of slavery on Africans. Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): Material A-Frame routine Material B-Primary and Literary Sources on Slaves and Field Work Material C- Primary and Literary Sources on Slaves and Religion Material D- Primary and Literary Sources on Slaves and Slave Auctions Material E- Primary and Literary Sources on Slaves and Slave Family Material F- Primary and Literary Sources on Runaway Slaves Material G-powerpoint slides Just Do It (hook): Think about it… What did enslaved Africans bring from Africa? Ask students to think about the question, write something down, and then discuss as a class. Discuss that slaves brought important elements of their culture from Africa.

Obj #

Description of Lesson Procedure

1

Introduce Big Question, objectives, and content standards. Show diagram of a southern plantation, discuss where the slave quarters, main house, etc were located. Show students real pictures of slave quarters and main house.

Check for Evidence of Understanding Teacher questioning: How were plantations set up? How did slaves live? What kinds of activities did slaves engage in? How did slave culture develop?

Put students in predetermined groups. How were slaves treated? Pass out material A (frame routine). Give each group one document (music, religion, family structure, work--materials B, C, D, E, F) and instruct them to fill in the main idea and supporting details for their document. Each group will become an expert on one topic. Transition: Students return to their individual seats. 2 As a class, fill in the frame routine on Class discussion/teacher the smartboard. Have students from questioning: each group come to the board to fill What was it like to live on a out the information from their plantation? document. What are the key things to remember about life as a slave? What was religion like? What was family structure like? What were slave auctions? What was daily life like on a plantation? Where did slaves get these cultural traditions from? Transition: Students return to their individuals seats 2 Instruct students to draw a picture of Picture is placed in an enslaved African and include interactive notebook. visuals and thought bubbles to portray key information that they learned.

Closure (How does this come back to the guiding question):

Exit slip: Can you think of ways that the culture of enslaved Africans is reflected in the culture of today? Students should use information from the class period and related it to modern times.

Modifications/Differentiation: Students will be placed in mixed ability level groups. Students who are proficient readers can help students who are struggling. Definitions of vocabulary words will be provided to ensure understanding of primary sources.