Slavery in America: Oppression and Resistance

Day 2.

HEADING
Ben Shapiro
AAH 10th
Amount of Time and Period 1:20, 2nd
Subject of Lesson:
American Slavery: Types of Oppression
OVERVIEW/ RATIONALE
This lesson, second in the unit on slavery and resistance, is intended to introduce to the
students faces of oppression, to have them understand how they impacted slaves, and
how they impact the US today.
Ben Shapiro 11/13/2015 1:34 AM
Comment [1]: This summarizes what the
lesson is about. I neglected to point out the
rationale for the lesson, which is important
for the students to understand.

ENDURING UNDERSTANDINGS
1. That slavery oppressed AAs in multiple ways and how each affected them
2. That AAs were enslaved for a variety of reasons that benefited the oppressors
3. How the same oppression affects people today and around the world
4. That someone benefits when another is oppressed.
GOALS/OBJECTIVES
- TSWBAT differentiate between the five types of oppression IOT identify them in
slavery and today.
- Examine who benefits when people are oppressed.

Ben Shapiro 11/13/2015 1:35 AM

Comment [2]: These represent three of
the Essential Understandings for the unit.
They are also relevant to the Essential
Understandings of the entire curriculum.

Ben Shapiro 11/12/2015 10:48 PM

Comment [3]: Was still kind of unclear
as to the difference with Enduring
Understandings and so I just basically
repeated them.

MATERIALS
- Guided Notes
- Modern day quiz
- Slavery Scenarios activity
- Slavery Oppression PowerPoint
- Prompts
- AGREE/DISAGREE
- Tape
PROCEDURES
OPENER
- America Today Quiz 10 min (SEE QUIZ)
o passed outimmediately do it when class starts independently tell them
its a pop quiz
o When most done, go over answers with them.
o Ask: What do people think about these answers? What was most
surprising? Was there a pattern?
o Tell them to keep the quiz for later.
BODY OF THE LESSON
ENCOURAGE DISCUSSION THROUGHOUT.
-

Before we start: Make clear that we will be talking about racism and other forms
of prejudice Everyones opinion is valid. Just because we are talking about
racism does not mean that all white people are racist, or because we talk about

Secondary Education Handbook

11/13/2015

Ben Shapiro 11/12/2015 11:57 PM

Comment [4]: This is a pre-assessment
activity designed for me to understand
their knowledge of oppression today.
However, it also provides them with some
facts that will be useful later in the unit,
and that gets them thinking about
oppression today. Both multiple choice
written response and discussion
differentiate the instruction here.
Ben Shapiro 11/12/2015 11:58 PM
Comment [5]: I like to remind myself of
things that I want to focus on in that
lesson.

sexism that all men are sexist, etc. One thing I will not tolerate is hateful words
directed at others in the class.
Review yesterday:
o What slavery was, how some defended or justified slavery, how some
resisted slavery.
Oppression PowerPoint: 20 min
o Ask: Why do people think it is important to learn the history of slavery?
! Because if people do not know their history, they are doomed to
repeat it. There are experiences, situations, conflicts, today that are
similar to what has happened before and so we try to take lessons
from history to use to make change in this world.
o Today we are going to talk about Oppression a word that fills the pages
of history books. What exactly does this word mean and how does it
work?
o Hand out guided notes.
o ESSENTIAL QUESTIONS
o Instruct them on taking guided notes, that they will be turned in on
Monday and graded.
o Begin PowerPoint
! Instruct them to write definition of Oppression and vocab words
on their notes.
! SEE POWERPOINT AND NOTES.
Review Quiz: 15 min.
o 10 min time limit.: Working alone or with MAXIMUM one other.
o Instruct that they are going to go back through the quiz and put the type
or types of oppression and if they can think of someone else who benefits
from that oppression.
o Stick to 10 min. time limit.
o Go over each one and call on someone
o DO NOT GIVE ANSWER IF PEOPLE THINK NO ONE BENEFITS.
o Stop after 5 minutes.
Slavery Scenarios: 20 min. (SEE ATTACHMENT)
o Get in five groups.
o Instructions: In each group, look at the picture, discuss. Look at it closely
and take your time. Write a caption of what is happening, what type of
oppression is happening and who benefits. Someone should take notes,
and you will have to report back on your findings.
o 10 minutes

CLOSURE
-

AGREE/DISAGREE: 10 min
o SEE PowerPoint
Hand out skit assignment and go over it.

Ben Shapiro 11/13/2015 12:02 AM

Comment [8]: Important to hit on the
why we are learning this.
Ben Shapiro 11/13/2015 1:37 AM
Comment [9]: Frame the main topic of
the lesson.
Ben Shapiro 11/13/2015 1:37 AM
Comment [10]: A scaffold for the
PowerPoint. I know that this content is
difficult for these students, and so this
should help them digest it. Guided notes
also should also help the PowerPoint
progress faster than if they are taking full
notes or Cornell notes.
Ben Shapiro 11/13/2015 1:38 AM
Comment [11]: Scaffold. I know the
students English skills are diverse and
some are ELL.
Ben Shapiro 11/13/2015 1:38 AM
Comment [12]: To connect with
essential understandings Also, to assess
their understanding of the types of
oppression by putting different facts into
these categories.
Ben Shapiro 11/13/2015 12:10 AM
Comment [13]: I want to see whether
they can construct this understanding.
Ben Shapiro 11/13/2015 12:12 AM
Comment [14]: Differentiate instruction,
assess their understanding, build
understanding of what oppressions
LOOKED like.

Ben Shapiro 11/13/2015 12:13 AM

Comment [16]: For diverse learners,
some may need more assistance.

ASSESSMENT/EVALUATION
- Guided notes, quiz review, answers to questions/prompts, Agree/Disagree.

11/13/2015

Ben Shapiro 11/13/2015 12:00 AM

Comment [7]: Reorient them in the
specific historical context.

Ben Shapiro 11/13/2015 12:13 AM

Comment [15]: Final assessment,
differentiating instruction.

ACCOMMODATIONS
- I will be going around to groups to help.

Secondary Education Handbook

Ben Shapiro 11/13/2015 12:00 AM

Comment [6]: Im not sure of their past
experience discussing these topics, so I
want to be clarify my expectations for
discussion, and to preempt any feelings of
blame that might result from the subject
matter.