Nate Scholten EDU 429 Professor Johnson Lesson Plan 4 Title: Resistance of Slaves Subject: Social Studies Grade

Level: 8th Time Allotted: 60 min

Materials Required: Textbook, PowerPoint, Research Materials, Primary Sources Michigan Curriculum Framework: GLCE, 8 U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigans role in the Underground Railroad) and effects of their actions before and during the Civil War. Objective(s): The Student will be able to: -identify the most important people in regards to the resistance of slaves before the Civil War -propose the effect of their actions on the increasing tensions leading to the war. (Product Criteria based on standards-based grading system. Receiving a 3 would be considered proficient and meets my expectations for all of the above objectives and relates directly to the assessment [worksheet] being completed by all students). 1. Anticipatory Set (5): To begin this class, I will instruct the students to place their attention at the front of the classroom. There will be a PowerPoint displaying the title of today's lesson, "The Resistance of Slaves." On the next slide there will be a series of Quick Start Questions I want the students to answer. I will read them aloud so that all students are able to understand the questions I am asking. After the students have about five minutes to complete the activity, I will ask those who want to share, to tell the class what they put down. Once this little discussion takes place, the objectives for the lesson will be stated.
1. Think back to the times before the Civil War, when slavery was an extremely apparent and common practice. If you were a slave in a Southern state during this time, would you risk your own livelihood and the livelihood of your family to try and escape north? Why or Why not? 2. Lets say you were able to escape, would you go back and try to help your family escape as well? What if you didnt have any family left, would you go back and try and save some of your friends or even people you didnt even know?

Think carefully about these questions, and be completely honest with your answerstake about 5 minutes to jot down what you come up with. For those of you who want to share, what were your answers to these questions? I want to thank those for sharing as you can probably tell, we are going to be talking about slaves today. But, the slaves we are talking about today are extremely famous for their efforts to try and destroy the practice of slaveryLets look at the objectives for the class.

2. State Purpose and Objective of Lesson (2 min): The purpose of this lesson is for students to become aware of the most influential people who resisted slavery before the Civil War. Individuals like Harriet Tubman and John Brown will be discussed, and other key factors like the Underground Railroad and Michigan's influence will be researched. 3. Plan for Instruction (45-50 min): Today we are going to be looking at individuals like Harriet Tubman, Nat Turner, John Brown, Dred Scott, and observing the lasting effect of the Underground Railroad. I am going to divide you up into 5 groups and each group will be placed a station focusing on one of the just stated topics. Now that I have divided you up into groups, when I say the word Go, will you please get into these groups and wait for further instructions. As you can tell, you have been given resources at each station that are specific to one of the topics I talked about a minute ago. You will have about 10 minutes at each station to answer the questions about your topic on the worksheet I have also handed out. You are encouraged to work with each other to get the assignment done! For this lesson, I will be using a number of different resources to allow my students to understand the people behind the antislavery movement. Most of the instruction time will actually be students delving into the resources presented to them in different groups/stations. There will be a total of 5 stations students will travel to and from. Each station will have a different topic or person of interest. These topics/people will include Harriet Tubman, Nat Turner, John Brown, The Underground Railroad (and Michigan's influence on Underground Railroad) and Dred Scott. Students will spend around 10 minutes at each station reading the documents, and answering questions on a worksheet that is specific to each station. Students are encouraged to work together as a group to obtain the answers to the worksheet. This actually might make things go a little faster. However, no student will copy directly off of another student's paper. There will be a range of questions on each worksheet, from specific questions, to more general, critical thinking questions. I will set a timer for every station, and when the timer goes off, students will get up and proceed clockwise to the next station. There will be a 30 second period in between sections, and then the timer will be set for the next station period. Once

all five stations have been completed, I will turn the light off to signal for the students to return to their normal seats.

4. Differentiation Consideration (accommodations): -Read aloud the Quick Start Questions -Place students in groups so they can work together -Give options to groups to read aloud reading excerpts -Group Discussion at end of lesson 5. Assessment: The assessment for this lesson will be the students turning in the completed worksheets from each station that is described in the instruction section of the lesson plan. During the period where the students are at each station, I will be wandering around the room, making sure each student is completing their own worksheet, and seeing if anyone has any questions. The worksheets will be turned in and graded 6. Closure (5 min): After the last station has been completed by the students, I will instruct them to return to their original seats, keeping their worksheets out in front of them. We will end the class with a little discussion talking about the lasting impacts all of these individuals/events had on the United States, but more importantly the effects these things had on the coming of the Civil War. I want to take the last few minutes we have to discuss what you guys were able to come up with after going through all five stations. What were some of the things you discovered that surprised you? Did you learn anything new? What was favorite bit of information you were able to pull from the articles? Once the discussion has subsided, students will be allowed to gather up their things. When the light has been turned off, students can get up and leave the class. They will turn in their worksheets to me as they exit the door.