Day
Title
Activities
>Watch
a video
Slavery in
1
America about slave ship
(Part 1) conditions
>Analyze pictures of
slave ship conditions
>Read about
conditions about life
on a slave ship
>Writing a journal
entry type slave
entry
2
Slavery in
America
(Part 2)
>It depends on Your
Point of View
Activity. The
students will receive
a strip of paper
describing either a
slave or slave owner
and reflect on
whomever they
have.
Objectives
Content: TSW be able to students will be
able to identify what life was like aboard
of slave ship. TSW will be able to
identify the geographic history of slavery
in the US.
Process: TSW be able to show an
understanding of life aboard a slave ship
by writing a slave narrative of how they
would have felt being ripped away from
the only home they knew and forced to
travel to an unknown place in terrible
conditions.
Value: TSW be able to appreciate their
freedom as American citizens.
Content: TSW be able to explore the life
of an African American slave and a slave
owner in the 19th Century.
Process: TSW discuss how they would
react to life as a slave in America.
Value: TSW be able to differentiate
between good leaders and bad leaders.
TEKS
Resources
4E;
>Images of life aboard a slave
13A;
ship
24C, D,
E
>Video Segment-"Slave Ship
Captains and the Zong Atrocity",
Slave Narrative
>A historian that knows a lot
about Black history would be
nice to bring in.
4E;
24D;
25D
Cut out strips from:
http://www.pbs.org/wnet/slavery
/teachers/p_lesson1_org1.html,
Box to put the strips in, scissors
to cut them out, Video Segment:
"Life of a Plantation Slave" Info
on slave codes and plantation
life:
http://www.ushistory.org/us/27b.
asp
>*”History Alive! America’s
Past” Chapter 8
*This resource would have to be purchased online. Alief ISD uses the CD copy of this book.
>What if, and
vocabulary
worksheets
3
4
Civil War
(Part 1)
>Map Activity
Civil War
(Part 2)
>BrainPop Video
about the Civil War
> Name that
amendment
worksheet
>Jim Crow Photo
Response
5
Jim Crow
Laws
>Jim Crow Law
reading
>Jim Crow Law
Making
Content: TSW identify the division of the
US at the outbreak of the civil war.
Process: TSW investigate slavery the U.S.
territories through creating a map and
color coding slave/free states.
Value: TSW be able to recognize that the
failure of compromise may make conflict
necessary through learning more about the
conflicts leading up to the Civil War.
Content: TSW be able to identify the
effects of the civil war.
Process: TSW be able to explain how the
civil rights amendments (13, 14, and 15)
came about and what they mean. TSW
show their understanding of the
amendments through completing
worksheets with 90% accuracy or better.
Value: TSW appreciate the freedoms and
rights we now all have as American
Citizens and realize that not everyone in
America have had those freedoms forever.
Content: TSW be able to identify the ways
state and local governments restricted the
freedoms and rights of African Americans
and explain the effect of Jim Crow laws
post-civil war.
Process: TSW use primary documents and
images to discover the ways state and
local governments restricted the newly
gained freedoms of African Americans
after the civil war through analyzing court
decisions.
4E;
5C;
24B,
E
4E
20B;
24A, E
Worksheets and reading
handouts from:
>http://cdn.icivics.org/sites/defau
lt/files/uploads/Civil%20War%2
0and%20Reconstruction_1.pdf
>http://www.sfsocialstudies.com
/g5/u7/index.html
>Map of 19th century America.
>Colored pencils
Worksheets and reading
handouts from:
>http://cdn.icivics.org/sites/defau
lt/files/uploads/Civil%20War%2
0and%20Reconstruction_1.pdf
>*History Alive! America’s
Past” Chapter 19
Worksheets and readings from:
http://cdn.icivics.org/sites/default
/files/uploads/Jim%20Crow_1.pd
f
*This resource would have to be purchased online. Alief ISD uses the CD copy of this book.
6
On the
Move For
Freedom
(Martin
Luther
King, Jr.)
>Cold Read of
Historical Fiction
Play: "I Have A
Dream" (Questions
to follow)
>Copy the
vocabulary from the
BrainPop Video of
MLK
> Debate about Dr.
King’s vision
accomplished in
today’s society
>Follow the Leader
Activity
7
On the
Move For
Freedom
(Rosa
Parks)
>Rosa Parks Bio
Value: TSW be able to see how people
were treated because of the color of their
skin before the movement and decide
whether or not they thought the treatment
was ok.
Content: TSW be able to explain what
caused Dr. King to take a big part in the
civil rights movement.
Process: TSW read and discuss a play,
imagining Dr. King's childhood and
imagining how it might have started him
on his lifelong crusade to end racism.
Value: TSW appreciate the high decrease
of blatant racism in America and
appreciate fairness and equality for all.
Content: TSW review the heroic
philanthropic actions of Rosa Parks in the
Civil Rights movement.
Process: TSW discuss Rosa Park's actions
and how she was acting on her own best
interests, as well as doing something for
the good of the country and discuss the
traits of a good leader though making a
poster.
Value: TSW identify the relationship of
individual rights, justice, equality and
community responsibility.
5A; 5C
>The play:
http://www.scholastic.com/teach
ers/sites/default/files/asset/file/ki
ng_repro.pdf
>Picture: http://segregationopportunityrace.tumblr.com/post/387041798
20
>PowerPoint
>Computer
>BrainPop Video:
http://www.brainpop.com/socials
tudies/freemovies/martinlutherki
ngjr/
5A, 5C
http://www.brainpopjr.com/socia
lstudies/biographies/rosaparks/gr
ownups.weml
*This resource would have to be purchased online. Alief ISD uses the CD copy of this book.
>Time Travel
Activity
8
Our
Friend,
Martin
9
Review
Day
10
Test Day
Content: TSW be able to students will be
able to give reasons why people supported
the civil rights movement, led by Dr.
>Viewing of the
King.
movie, “Our Friend, Process: TSW pretend to the main
Martin”
character of the movie, Miles and write a
1-2 page paper discussing what they think
Miles learned from his trip through time.
TSW be able to explain how Miles
changed from the beginning to the end in
1-2 paragraphs.
Value: TSW be able to appreciate living in
the era post the civil rights movement and
see what kindness can lead to.
>Various review
Content: TSW review key concepts about
games, quizzes, flash slavery, the civil war, and the civil rights
cards
movement.
Process: TSW review key concepts
though online games, quizzes, and videos.
Value: TSW recognize familiar traits of a
good leader and a good citizen while
reviewing.
>The students will
take a test that
encompasses all of
what they learned
during this unit.
n/a
5C;
25D
>DVD of Our Friend, Martin
>Computer
>Projector
4E;
5C;
6A;
20B;
24D;
25D
>Quizzes from Chapter 8, 18, &
19 at http://tutorial.teachtci.com/
>Flashcardshttp://quizlet.com/10749201/civil
-rights-movement-5th-gradeflash-cards/
>Review Videos and Civil
Rights Timelines and
Vocabulary Games:
http://www.neok12.com/CivilRights-Movement.htm
>Test
>Pencils
>Paper
>Scantrons
n/a
*This resource would have to be purchased online. Alief ISD uses the CD copy of this book.