Standards Compliance
CA Standard: Reading
2.1- Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
CA Standard: Reading
2.6- Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).
CA Standard: Reading
3.2- Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
CA Standard: Writing 2.3-
Write reflective compositions that draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
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Lesson Plan Eleven: Amazing Grace
11 th & 12 th Grade
2 class periods and 2 homework assignments
Introduction.
America has made great strides in race relations and in confronting prejudice and discrimination, but it is still important to understand the horrors that were a part of the slave trade. One of the worst horrors was the conditions on slave ships, and many slaves died on the voyage to America.
One positive event that began to change public sentiment on slavery occurred when former slave ship Captain John Newton wrote “Amazing Grace.”
Objective.
Students will investigate the conditions on ships bringing slaves to America in the 1700s, using a number of sources.
They will then learn about John Newton, the slave ship captain who had an “epiphany” and eventually wrote “Amazing Grace” about his spiritual awakening.
Tools Required: Computer, Internet access, printer, posters.
Historical Vocabulary.
John Henry Newton (July 24, 1725 – December 21, 1807) was an English clergyman and former slave-ship captain. At age
18, Newton was forced into naval service by the Royal Navy.
After many floggings, he asked to transfer to a slave ship bound for West Africa called the Pegasus. Later, Newton began reading the Bible, had an epiphany at sea, and then converted to Evangelical Christianity. He still made three further voyages as the captain of slave-trading ships, but after a stroke, he retired from the sea and became a minister. He wrote over 200 hymns, including “Amazing Grace,” but did not renounce the slave trade until later in his life.
For more info, visit www.johnnewton.org
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Epiphany – suddenly understanding something or perceiving something in a new way; grasping reality through a simple, striking event; an illuminating discovery or realization (adapted from Merriam Webster).

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Amazing Grace: Day One.
Introductory Activity 5-10 minutes
Pose the following questions to your students: “Are any of the songs that you listen to about freedom, and if so, what kind of freedom and for who? Give examples of songs.”
As the students are brainstorming answers, record their responses on a blackboard or large piece of chart paper and then compare their answers.
Mini Lesson 10 minutes
Ask the students if they can identify songs about freedom for African Americans in particular. Do they know any spirituals and blues that were developed by slaves here in America, or songs from the civil rights movement? Record their responses. Ask them whether they think that songs are important in struggles for freedom, and if so, in what way.
Explain that they are about to listen to an MP4 file about slavery in the 1700s – the conditions on slave ships and the conversion of John Newton from a slave ship captain to a minister and an Abolitionist, someone against slavery. They will also hear an excerpt of the song he wrote, “Amazing Grace.”
Individual Research 30 minutes
Now have the students download the MP4 file at: http://www.theharrybridgesproject.org/lesson11.html
Have them watch the footage and/or listen to the voices.
Print and hand out Student Worksheet: John Newton (page 3) for students to use in their Individual Research, instructing them to consider the questions using the indicated websites and to make notes that they will use in their homework assignment.
Conclusion 5 minutes
Have the students come back together as a group. Ask them what they learned about conditions on slave ships. Did it shock them? Can they imagine being in such conditions themselves? What is their opinion of John Newton?
Explain to students that they will have the opportunity tomorrow to work in groups designing a poster about “Amazing Grace” and that tonight they will prepare notes for the poster’s text and images.
Print and hand out Student Homework: Amazing Grace (page 4).

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Name: ____________________________________ Date: _____________________________________
For each question, find an answer by visiting the recommended websites; or better yet, find your own
websites and share them. Write 3-4 sentences answering each question based off what you read on those sites.
 What where conditions like on ships bringing slaves to America in the 1700s?
The Middle Passage
Zinn, ‘A People’s History,’ Chapter 2
(starting with paragraph 22 – “One slave trader, John Newton….”)
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 Who was John Newton and how did he come to write “Amazing Grace”?
Amazing Grace: The Story of John Newton
Bury the Chains (Search for “Bury the Chains.” Read pages 75-77 and 130-131).
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 What do you think the song “Amazing Grace” is about?
Amazing Grace Lyrics
Soweto Gospel Choir Performs Amazing Grace
"Amazing Grace" The Movie Trailer
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If you have time, check out other pages on these sites or find your own sites as well.
If you discover websites that helped in your research, send them to us at ianruskin@theharrybridgesproject.org
and say “Lesson Plan Sites” in the subject line.
Also let us know if any of the sites that we have supplied have shut down. Include your name and your school’s name and we will add your information to the Education Project!

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Name: ____________________________________
Date: _____________________________________
Tomorrow you will be working in small groups to design a poster. You will imagine that you are graphic designers for a record label with the task of designing a poster to increase sales of a
CD that plays “Amazing Grace.”
Tonight, make notes about
1) the text that you think should be on the poster, 2) images to use, and 3) ideas for layout.
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Draw a sketch layout of your poster on a separate piece of paper.

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Amazing Grace: Day Two.
Introductory Activity 5 minutes
Explain that today the students are going to work in groups of 4 designing a poster to promote sales of a CD of “Amazing Grace.” They will need to work cooperatively, using their notes and ideas from last night’s homework.
Group Activity 30 minutes
Have the students break up into groups of 4 and work on the poster. Have students combine the best of their individual ideas into a well-done, cohesive group poster.
Teacher Led Discussion 10 minutes
Have the students come back together as a group. Lead a discussion about what they have learned, using some of the following questions:
 On reflection, what surprised you the most about your research yesterday?
 In last night’s homework, was it easy or difficult to come up with words and images for the poster?
 How well did you work together as a group, and did everyone get their ideas considered?
 Do you think that designing this poster was different than what it would be like designing a poster for a pop singer’s latest single?
 What effect do you think that “Amazing Grace” has had on America?
 Did you find any other useful websites?
Conclusion 5 minutes
Explain that songs can have an important effect on how we see ourselves and on how we see America, and that they can express what is good and bad about our lives. Ask them what they would write about if they were a songwriter like John
Newton. Explain that tonight they are going to write an essay on the importance of songs like “Amazing Grace” and the impact they have.
Hand out Student Homework: Amazing Grace (Part 2) (page 6).

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Write a 250 word essay about the importance of songs like
“Amazing Grace.” Consider these questions: 1) Can songs like this help us understand issues that we face? 2) Can they sometimes unite us in a common cause or belief?
Then compare “Amazing Grace” to a song that you know that also calls for some kind of freedom. If you need more room, attach another sheet of paper.
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Name: ____________________________________
Date: _____________________________________
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Score
1
2
3
4
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TEACHER’S RUBRIC FOR HOMEWORK
Development of Position
Organization
Use of
Language
Sentence
Structure
Grammar and Word
Usage
No plausible position is taken on the topic; severely lacking in examples, reasons and/or evidence
Disorganized; little or no focus; incoherent
Contains fundamental vocabulary mistakes
Severely flawed sentence structure
Grammar and word usage are so poor that they interfere with meaning; very poor mechanics
(like punctuation)
Position on topic is unclear or extremely limited; inappropriate examples or reasons
Poorly organized; lacks focus; problems with coherence or flow of ideas
Poor use of language; indicates very limited vocabulary and poor word choice
Frequent problems with sentence structure
Grammar and word usage mistakes are frequent and interfere with meaning; poor mechanics
Position on topic demonstrates critical thinking skill applied
Limited in organization inconsistently; and focus; demonstrates lapses in inadequate examples, reasons or evidence coherence or flow of ideas
Displays developing use of language; contains indications of weak vocabulary and poor word selection
Some problems with sentence structure; lacks a variety of sentence structures
Contains many mistakes in grammar word usage and mechanics
Position on topic demonstrates competent critical thinking skill; example, reasons and evidence are good
Generally organized Displays and focused; demonstrates some coherence and attention to the flow of ideas adequate use of language; vocabulary used is generally appropriate
Good sentence structure; demonstrates some variety of sentence structure
Contains few mistakes in grammar, word usage and mechanics

and many other organizations and individuals.
Thank You!
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This Lesson Plan was developed by Ian Ruskin, Director, The Harry Bridges Project, and Education Consultants Kara Hunter and Karen Mowrer.
Made possible with the generous support of