William J. Garraty
Lesson Plan #1
U.S. History
Pre-Civil War
Date: 0/0/00
Topic: The Divided Union
Time Frame: 45 minutes
Class: grade 10
Instructional Goals:
Goal #1
To provide students with an understanding of the events that led up to the Civil War of the United States. To create a connection between the importation of African slaves to the United States and the development of Southern Society.
Ct. History Standards:
__ Historical Thinking
__ Understand World History
__ Historical Themes
__ Applying History
NCSS Standards (circle)
1) Culture;
Social Studies programs should include experiences that provide for the study of culture and cultural diversity.
2) Time, Continuity, Change:
Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
3) People, Places, Environment
Social Studies programs should include experiences that provide for the study of people, places and environments.
4) Individual development and identity
Social studies programs should include experiences that provide for the study of individual development and identity.
Learning objectives:
1). To identify the historically significant movements of African Slaves into the United States
2 To create an understanding of the Southern Society
Materials:
Film
The Divided Union
KWL Study Guide
Film Study Sheets for
The Divided Union
Initiation:
The KWL strategy for film asks students to list what they Know about the first Africans to come to the United States.
Methods:
1) Students will list what they know about the first Africans to come to the United States and Southern Society on their KWL sheets.
2) Students will list what they want to know about these first Africans that arrived in the U.S. and Southern Society.
3) Students will watch a 20-minute film clip from
The Divided Union
and complete the film study sheet as they view the film.
4) Students will list what they have learned on their KWL sheets.
5) Students will respond to teacher directed question
-
A. How did Africans come to the United States in the early 1600s?
-
B. Why did Plantation owners move from a system of indentured servants to slavery?
-
C. Compare southern society to the parallel cultural setting in Europe.
Lesson Closure:
Students will be asked to express how they would feel about moving to a new land in an effort to get a good job and then find out it was not what they had expected.
Home Work
Students imagine that they have moved away to a foreign country to take a job as an indentured servant. Upon arrival they are told they are now slaves and sold to a plantation owner. Students will write a short description of what happened to them during this process.
Lesson Plan #2
U.S. History
Uncle Tom's Cabin
Date: 0/0/00
Topic: Uncle Tom's Cabin
Time Frame: 45 minutes
Class: grade 10
Instructional Goals:
Goal #1 To provide students with an understanding of slavery as depicted by Harriet Beecher Stowe.
To provide students with a visual image of the southern plantations and the activities that took place there on a daily basis.
Ct. History Standards:
__ Historical Thinking
__ Understand World History
__ Historical Themes
__ Applying History
NCSS Standards (circle)
1) Culture;
Social Studies programs should include experiences that provide for the study of culture and cultural diversity.
2) Time, Continuity, Change:
Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
3) People, Places, Environment
Social Studies programs should include experiences that provide for the study of people, places and environments.
4) Individual development and identity
Social studies programs should include experiences that provide for the study of individual development and identity.
Learning objectives:
1). Students will learn that there were different life styles for African American slaves depending on what plantation they were living on.
2) Students will learn that slaves had a variety of jobs on plantations such as worker, driver and house servant.
Materials:
Film.
Uncle Tom's Cabin
KWL Study work sheets
Film Study Sheets
Paper, Pencils
Initiation:
The teacher will produce a set of shackles used by a local police department to secure prisoners. The teacher will allow each student to examine the shackles and then explain to them that shackles were also placed on slaves.
Methods:
1) Using the KWL film strategy students will be asked to list what they know about the life of slaves on southern plantations
2) Students will be asked to list what they would like to know about the life of slaves on plantations.
3) Students will view a 20-minute clip from the film
Uncle Tom's Cabin
and complete the film study sheets.
4) Students will list on their KWL sheets what they have learned from the film clip.
5) The teacher will generate a discussion focused on the relationship between Tom and the plantation owner's son Christopher. The teacher will ask if it was possible that a slave could have good feeling for a child that is the owner's son.
Lesson Closure:
Students will select a scene from the film and write a short description of what takes place
Home Work;
Students will use the scene they found of interest and create a drawing that depicts what they saw. This art project contributes interdisciplinary assessment.
Lesson Plan #3
U.S. History
African American Soldiers
Date: 0/0/00
Topic: The Film
Glory
Time Frame: 45 minutes
Class: grade 10
Instructional Goals:
Goal #1 Students will develop an understanding of the role African Amercians played in the Civil War. They will come to understand the great personal sacrifices that these soldiers made and learn why they made them.
Ct. History Standards:
__ Historical Thinking
__ Understand World History
__ Historical Themes
__ Applying History
NCSS Standards (circle)
1) Culture;
Social Studies programs should include experiences that provide for the study of culture and cultural diversity.
2) Time, Continuity, Change:
Social Studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
3) People, Places, Environment
Social Studies programs should include experiences that provide for the study of people, places and environments.
4) Individual development and identity
Social studies programs should include experiences that provide for the study of individual development and identity.
Learning objectives:
1) Student should learn that African Americans fought for the Union Army during the Civil War.
2)Students should learn that the creation of an African American Army unit was strongly supported by the Abolitionist of Massachusetts.
Materials:
Film.
Glory
KWL Film Preview Strategy sheets
Film Notes
Initiation:
The teacher will walk around the room displaying a photo of a rifle carried by soldiers during the civil war. The teacher will explain the complex process of loading and reloading the weapon. The teacher will stress the fact that reloading under fire took great courage.
Methods:
1) Students will list what they know about African American soldiers on their KWL Strategy Sheets
2) Students will list what they would like to know about the soldiers of the Massachusetts 54th regiment.
3) Student will view a 20-minute film clip of the movie
Glory
. And take notes on their film notes sheets.
4) Students will list what they have learned on their KWL sheets.
Lesson Closure: The teacher will generate a short discussion on the idea of an all African American fighting unit in the civil war.
Home Work;
Students will go to http://www.civilwarhome.com/shawbio.htm
to read a short biography of Robert Gould Shaw and the Massachusetts 54th Regiment. Student will write a short biography about Shaw for home work.