Following are the first three lesson plans to aid in teaching the unit.
Lesson 1: Differences
Objectives
Students will:
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- listen to a story.
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- identify differences.
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- describe what it’s like to be different.
Materials
The Sneetches
by Dr. Suess
Setting a Purpose
“Today we are going to read a story about the Sneetches. The story is about a time when the Sneetches didn’t get along. While I’m reading the story, I want you to figure out why the Sneetches didn’t get along and what happened that made them get along.”
Procedure
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- Read the story
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- Tentative questions to ask while reading:
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- Why don’t the Sneetches get along?
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- How do the Star-Belly Sneetches feel about themselves?
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- Would you do anything differently in you were a Star-Belly Sneetch?
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- How do the Plain-Belly Sneetches feel about themselves?
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- Would you do anything differently in you were a Plain-Belly Sneetch?
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- Which kind of Sneetch would you rather be and why?
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- What happened when Slyvester McMonkey McBean came to town with hisFix-it-Up Chappie?
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- What made the Sneetches decide to get along?
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- Tentative questions to ask after reading:
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- Have you ever felt different?
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- What made you feel that way?
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- How did it make you feel?
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- What did you do to make yourself feel better?
Closure
“The Sneetches realized they were wrong to judge each other based on the way they looked. This story reminded me of a time when people judged each other on the way they looked. They thought lighter skinned people were better than darker skinned people. We’re going to talk more about this later in the week.”
Lesson 2: Slavery
Objectives
Students will:
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- listen to a story.
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- state facts about the Underground Railroad.
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- state facts about Harriet Tubman.
Materials
Aunt Harriet’s Underground Railroad in the Sky
by Faith Ringgold
Setting a Purpose
“Do you remember reading about the Sneetches? What was the problem in the story and how did they solve it? What did I tell you it reminded me of? (Allow response time) There was a time when many white people made black people their slaves. Does anyone know what it means to be a “slave?” (Allow response time) Black slaves had to do whatever their white owners told them to do. If they didn’t, they were often severely punished. It was a bad time. Fortunately, there were many people who helped slaves escape and slavery no longer exists. Today, we’re going to read about one of the people who helped slaves escape. The person we’ll read about is Harriet Tubman. Harriet Tubman was a slave who escaped and helped other slaves escape on the Underground Railroad. As I read the story, I want you to try to figure out what the Underground Railroad was and how it worked.”
Procedure
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- Read the story
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- Tentative questions to ask while reading:
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- What were some of the bad things about slavery?
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- Where did Cassie stop to rest?
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- Who helped Cassie?
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- How did Cassie know it was safe?
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- What clues did Cassie get from agents of the Underground Railroad?
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- Tentative questions to ask after reading:
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- Was Cassie ever on a train?
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- Was the Underground Railroad really a railroad?
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- What did Harriet Tubman do?
Closure
“Now you have an idea of what it was like for slaves. The next time we talk about slavery, we’ll look at paintings of slaves.”
Lesson 3: Slavery
Objectives
Students will:
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- state facts about slavery.
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- identify with slaves.
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- explain what they think is happening in the paintings.
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- compare the paintings.
Materials
A Ride for Liberty - The Fugitive Slaves
by Eastman Johnson
On to Liberty
by Theodor Kaufmann
Setting a Purpose
“Who remembers what slavery is? (Allow response time) What did Harriet Tubman do? Today we’re going to look at two paintings that show slaves. I want you to look at the paintings and tell me what you think of them.”
Procedure
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- Show students
A Ride for Liberty - The Fugitive Slaves
by Eastman Johnson.
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- Tell students the title of the painting. Ask them what it means to be a “fugitive.”
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- Tentative questions to ask while looking at the painting:
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- What do you notice?
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- Who is in the painting?
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- Where might they be coming from?
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- Where do you think they’re going?
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- Where is the woman looking? Why might she be looking that way?
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- How do you think the boy on the horse feels?
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- What do you see in the background? (There are riffle barrels in the background. Explain that this painting took place during the Civil War, the war that ended slavery.)
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- What time of day is it? Why do you think the slaves chose to escape at night?
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- Show students
On To Liberty
by Theodor Kaufmann.
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- Tell students the title and explain that “liberty” means “freedom.”
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- Tentative questions to ask while looking at the painting:
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- What do you notice?
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- Who is in the painting?
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- Where might they be coming from?
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- Where do you think they’re going?
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- What do you think of when you think of the dark/light? Notice how the slaves are moving away from the darkness of slavery and into the light of freedom.
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- What are the slaves wearing?
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- Look at the ground. What must it feel like to walk there without any shoes?
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- What do you think they’re carrying?
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- Do you think their trip is easy? Why or why not?
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- What are the children in the painting doing?
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- Show students both paintings, side by side. Ask them to compare the paintings. The most important thing students should notice is how the slaves look like they are worried and/or struggling. Guide students to understand that while escaping may be scary and difficult, freedom was worth it.
Closure
“What do you think of slavery? (Allow response time) Many people thought it was wrong; so many that there was a war that put an end to slavery. While people could no longer own slaves, many people with white skin thought people with black skin still weren’t equal or the same. In future lessons, we’re going to spend more time learning about some special people who helped put an end to that way of thinking.”