Digital Storytelling: Historical Narratives
Teacher: Kelly Dontje
Grade: 4
School: Matoaka Elementary School
Date of Lesson: N/A
Time Needed (Approximate): 3-4 hours: combining Social Studies and Language Arts time
Lesson Subject/Topic: Historical Narratives: Sharing Social Studies through Digital Stories
Objective: After listening to an example, students will plan, create and share historical
narratives voicing the effects of segregation and "Jim Crow" for whites, African Americans and
Native Americans in Virginia.
Student Learning Goal(s): Students will understand the impact and effects segregation and
"Jim Crow" had on different groups of people in Virginia. Students will learn the process and
significance of historical narratives.
Standards: SOL VS.1 The student will demonstrate skills for historical and geographical
analysis and responsible citizenship, including the ability to g) interpret ideas and events from
different historical perspectives
SOL VS. 8 The student will demonstrate knowledge of the reconstruction of Virginia following
the Civil War by a) identifying the effects of Reconstruction life in Virginia b) Identifying the
effects of segregation and "Jim Crow" on life in Virginia for whites, African Americans, and
American Indians
SOL Writing 4.7 The student will write cohesively for a variety of purposes d) Organize writing
to convey a central idea k) include supporting details that elaborate the main idea
Essential Questions: What were some of the problems Virginians faced during the period of
Reconstruction following the Civil War? What happened to the rights of African Americans
during and after Reconstruction?
Assessment(s):Student-created graphic organizer and recorded historical narrative will be used
as a means of assessment with a corresponding rubric.
Materials: Appendix A: "Where I Been and
Resources: Research from previous lesson
on designated people groups (whites, African Where I'm Going" Historical Narrative;
Americans, Native Americans in Virginia);
Appendix B: Historical Narrative Graphic
Organizer; iPads
iMovie app
Notes: Prior to this lesson, students completed a KWL chart on Segregation and Jim Crow in
Virginia. Research groups then followed, focusing on the impact of segregation and Jim Crow
for specific people groups in Virginia using primary resources found by the teacher, books from
the library and other online resources. Students will have already covered Reconstruction, so the
example narrative will act as a review.
Lesson
Teacher
Student
Component
Engage & Read the example historical narrative "Where I The students should pay close
Been and Where I'm Going" to the class.
attention to the reading. After
Hook
Following the reading, lead the class in
discussion on the content covered in the
narrative. Questions to include: "When do you
think this story was taking place? Why? What
context clues helped you determine the
setting? Did you learn anything new? Tell me
about it."
Explain &
Model
the narrative is read, students
should answer questions by
the teacher. Possible answers
include, "The story happened
after the Civil War. I know
this because the girl talks
about the "Big War," her
parents going from slaves to
freedmen, and the word
sharecroppers. I didn't know
about the freed slaves getting
sick after the war."
Tell the students that the story just read is an
Students should contribute to
example of a historical narrative. Historical
the example graphic organizer.
narratives write about history in the form of a
Potential answers include:
story. These stories are fiction, but still
Setting: Post-Civil War during
describe true events (also known as historical
Reconstruction ; 1865; North
fiction). The story just read describes the
Carolina and mid-west US
Reconstruction Period that followed the Civil
Main Character:
War from the point of view of a freedman's
Sharecropper's child
daughter. Describe the process of creating a
Main problem: The mom got
historical narrative, including research (which sick and the family couldn't
they've already done), planning and writing.
afford to pay for her hospital
Tell the students that they are going to create
bills.
their own historical narrative in small groups
Beginning: The freed family
relating to Jim Crow and segregation in
worked as sharecroppers for
Virginia (which they learned about in the class Mr. Sawyer.
before). Hand out graphic organizers for them Middle: The family moved
to fill out as they plan. Demonstrate by filling west and had a house of their
own. The mom got sick when
out the graphic organizer for the narrative
read in class on the document camera. Call
they moved out there and was
on students to contribute to the example on the sent to Freedmen's Hospital.
overhead. Have the students work with their
End: Mr. Sawyer paid for the
research groups from the class before to
medical bills and let the family
brainstorm on possible character/plot
keep their land. To pay him
developments. Assign group roles, include
back, the family agreed to
reporter (presents narrative to the class, scribes send 1/3 of their profit to Mr.
(one for the graphic organizer, one for the
Sawyer for 10 years.
narrative), historian (makes sure that historical Students should collaborate
facts are present and true) and editor (checks
together to fill out their
for grammatical and punctuation errors). All
group's graphic organizer.
members are assigned the role as chief
Each student should contribute
brainstormers. Remind students that their
to the planning process.
stories should address how their researched
people group (whites, African Americans,
Native Americans) was impacted by
segregation and "Jim Crow." Check among
groups to make sure students are including
sufficient content to make their stories
historical.
Explore & When graphic organizers are complete, groups Students should work with
may begin to write their narrative and create
their groups and "talk out"
Apply
illustrations through hand drawings, clipart on their narrative. Using
PowerPoint slides, or Paint. Students are
resources collected in the
expected to use the resources found prior to,
previous class, students should
and create a story that shows the point-of-view include as much historical
of their researched people group. Narratives
reference as possible. The
can be written as a diary entry, picture book,
scribe should record what the
newspaper article, or any other creative means group decides to write.
approved by the teacher. Groups are to
cooperatively work together to create a
creative and original story that teaches at the
same time. Observe group member
interactions and make note of any who are not
contributing. After written stories and
illustrations are approved, students will
digitally tell their story by using iPads.
Through the use of the iMovie app on the
iPad, students will record their story voicing
over their illustrations.
Students should listen to their
Evaluate & When narratives are completed, have groups
take turns sharing with the class. After each
peers' recorded narratives
Close
story is watched, have the class point out what being shown on through the
historical facts were present in the narrative.
projector. After listening,
At the end, summarize the lesson by
students should share facts
reminding students that historical narratives
they heard during each story,
can teach others about real events through the as directed by the teacher.
use of fictional stories. Collect graphic
Students should turn in
organizers and written brainstorming. Grade
graphic organizers and
according to the rubric attached. Have students narratives in with every group
end the class by evaluating their group
member's names written down
members' contribution on a piece of paper.
to receive credit.
Plan B: If for any reason, the technology does not work, students can still produce historical
narratives by handwriting stories and sharing with the class by conducting a read aloud, rather
than watching the film. Other tools, like the document camera are merely tools of convenience
not necessary for carrying out this lesson plan.
Rubric for Historical Narrative
Exceptional (4-5)
Satisfactory (2-3)
Flow
Accuracy
Group Participation
The storyline and
historical facts join
together well. The
details make the event
come to life.
4 to 5 pts.
Historical details are
accurate and address
the effects of both
segregation and "Jim
Crow" on their
designated people
group.
4 to 5 pts.
Student contributed to
the creation of the
narrative. Assigned
role was executed
appropriately and
collaboration was
fostered by the
student. Team
members affirmed this
student's participation.
4 to 5 pts.
Story shows some
links to historical
events. Some parts
appear forced, and
disjoint.
2 to 3 pts.
Historical details are
accurate, but fail to
address both
segregation and "Jim
Crow"
Needs Improvement
(0-1)
The storyline does
not relate to the
historical content.
0 to 1 pts.
Historical details are
inaccurate. Neither
segregation nor "Jim
Crow" are addressed.
2 to 3 pts.
The student gave
some input. Their
assigned role was
executed, but little
collaboration was
evident. Team
members noted that
the student
contributed little.
0 to 1pts.
The student
contributed little to
none on the narrative.
Assigned role was not
completed; team
member evaluations
confirm the lack of
participation.
2 to 3 pts.
0 to 1 pt.
*Note: Student groups can accommodate for needed differentiation. Assign roles of groups
members based on abilities and strengths.
Appendix A: Historical Narrative Example
Where I Been
and
Where I'm Going
A Historical Narrative of Sarah Freedmen:
A Sharecropper's Daughter
Kelly Dontje
The College of William and Mary
CRIN E05: Fall 2013
September 24, 1865
Mama always said writing down things would help me get smart. I gots to do good in
school now, ain't no way I'm lettin' mama down. She's done so much for me, it's my turn to help.
Working in the fields day long helped me get strong, but not just my body. My mind too. All day
long, I make up stories while daddy plows the field, and I tend the cattle. If I finish my work, I
can spend time writing down what I thought. Nighttime's always my favorite. That's when daddy
lets me go to school. Us colored folks are allowed to learn, but we got to go at night so our
chores get done. I don't mind so much, since we get paid for it now.
Daddy said when I was too little to remember, him and mama worked as slaves for a
master making no money. He said they was lucky though, Master Anderson was nice most the
time, unless mama or daddy didn't work right. Mama worked in the house--that's how she
learned to read and write helping the little masters. She taught me so I can be smart too. I got
three older brothers and one older sister that all worked as slaves, helping Daddy and the others
in the field. When the big war ended, Master Anderson didn't want us to go. Mama, daddy
packed us all up and left in the middle of the night. Master, well I guess he was Mister Anderson
then, shot at daddy; he was mad. Daddy's never been able to run since. He walks with a funny
limp, but he works good still. Daddy always works good.
We moved down to Carolina, people said we'd get our own land: 40 whole acres and a
mule to help us start. When we got there, there was nothing left. The government took back the
land. We found work though. Daddy and Mama made a deal with a real nice man, Mister
Sawyer. He got lots of land from after the war. Only thing was, he couldn't work the fields
without his slave folk. We were freedmen now. We had rights and protection from the
government, just like whites. We even had paperwork to prove it! Mister Sawyer said if we
worked his land, he'd give us money and let us keep some of what we grew. We built our own
house and took the job. People called us sharecroppers then, not slaves. It was nice of Mister
Sawyer to share his crops with us. We worked there for years, he had us grow lots of tobacco.
*Here are some of
the tobacco fields
we harvested in
North Carolina
http://www.loc.gov/pictures/it
em/fsa2000003545/PP/
Tobacco was hard work. It took all year for us to grow it. The beginning of the year, we
burned the fields to get rid of weeds. Then we planted the baby seeds and covered them with
linen for a while, until the tobacco popped out of the ground. While the baby seeds were
growing, we got the main field ready. Daddy plowed with Molly's help, Mister Sawyer's mule.
She was strong and worked all day long digging furrows in the ground. While daddy and the
older kids did most of the work outside, mama and I tended to the Sawyer's livestock and kept
their house clean. We wanted to make sure Mister Sawyer knew how hardworkers we was.
When it got warmer, we moved the growing tobacco to the big field daddy got ready. It took me,
daddy and mama to plant just one! Daddy dug the hole, mama put the seedling in the hole, and I
watered each one with some growing stuff daddy called fertilizer. Everyone had a job to do,
including weeding, getting rid of pests and suckering. We'd get rid of the flowers on the tobacco
so all of the plant's energy could go to the leaves. By the end of summer, we'd start picking the
leaves for harvest and drying them out. We'd have to do this about 3 times. When all was said
and done, we got the barn ready again for another year of growing.
Mister Sawyer was very generous. He paid everyone, even me! Others weren't so lucky.
My Auntie Sal went back to her master for work, after he said he'd start paying her family if they
came back. They went back, but only my Uncle made the money. He only got $50 for the whole
year! They're old master says women and children don't count in the new laws. For a few years,
none of their fields grew. Cuz they signed a contract, they made no money those years. Now they
owe money; it's going to take a long time to pay it off. We had to send Auntie Sal money so they
could buy some new clothes. They had a lot of rough times, but most of us coloreds did too. At
least they got food and had a house to borrow while they worked there. I guess it coulda been
worse. We still had it made. We saved every cent we earned from Mister Sawyer, other than
what we sent to help out the others. By the time I's 12, we decided it was time to find a place of
our own. We talked to Mister Sawyer, he was real sad we was leaving, but he knew we wanted
somethin of our own. . He said we were the most hardworking family he had known, and if we
needed anything to write 'em.
We packed our bags and headed out west, where it was cheaper to live. It was long and
hard, but we made it. We've never been this far from home before, but then again, most folks like
us never had. We built a little house, but it was all ours. This was the first time I could say we
had a home that was really ours. For too long we lived on other people's land and did work for
them. Now it was our turn to do work for ourselves. We're growing cotton and tobacco now. We
got just a little bit of land, but we make it work. I love going to school and learning more and
more. Neighbors round here are friendly too, most folks let us be. I've heard some talk about
hateful people that are hurting and even killing some people just because they're black. Why do
people think skin is the only thing that matters about a person? I'm a hard worker, and smart too!
I just don't get it sometimes. People can be dumb.
*Here I am before
we left the
Sawyer's. I was sad
to leave what I
thought was home
http://www.loc.go
v/pictures/resourc
e/fsa.8a16542/
Anyways, after a few months, mama got real sick. The doctor said everybody moving out
here ain't used to the weather and people. Lots of diseases like smallpox and yellow fever are
going round. The Freedmen's Bureau is trying to find doctors and start hospitals that take
colored, but too many are sick and people have to go far. It's expensive. Daddy had no choice but
to borrow money and send mama with the doctor to Freedmen's Hospital all the way in D.C.
where the president lives! Doc said she'd have the most chance of surviving if they leave fast.
Daddy wrote Mister Sawyer asking for help, saying he'd be willing to move back if we had to.
None of us wanted to leave our new home, but mama was more important. We'd do whatever it
took to have her back safe and sound.
Things were looking bad for the Freedmen family, and when we got an urgent telegram
from the doctor, we were worried it wuz gunna get worse. When daddy read it, it said mama had
bad smallpox...but was getting better! She'd be good to come back next week! We were so
happy, we didn't even think about paying back the money. All that mattered was mama was safe
and better. A few days later, Mister Sawyer sent a telegram. He was worried about mama too. He
said he was proud of all that we had done, and didn't want to take us away from our first real
home. He said that he could make a deal with us too. He'd help pay off mama's bills, if we gave
him one third of the money we made from our crops for 10 years. Daddy agreed, we got to keep
our house and still work our own land. Being landowners, daddy said, was the first step to being
equals with everybody else.
*Here's Freedmen's Hospital where my mama went to get better. I hope I can study there one
day!
http://digitalgallery.nypl.org/nypldigital/dgkeysearchdetail.cfm?trg=1&strucID=539671&imageI
D=1215954&word=Howard%20University&s=3&notword=&d=&c=&f=2&k=0&lWord=&lFie
ld=&sScope=&sLevel=&sLabel=&total=16&num=0&imgs=20&pNum=&pos=9
When mama came back, everyone was so excited. I made a promise to her that'd I make a name
for our family. I was gunna work real hard at school and get into college one way or another. I
want to study medicine at Howard University. It was built so colored people, like me, can go to
school and train at the Freedmen's Hospital to save lives. The hospital helps colored and whites,
they making a good name for us. There ain't many important jobs that we're allowed to do, but
Freedmen's is making a difference. I want to save lives, just like the doctors did for my mama
when she went there. If we didn't have a colored hospital, my mama coulda died easily. Maybe if
I'm there, I'd get to see the president and tell him how hardworking and deserving colored folk
are. I know I'm lucky to have met some amazing people, like Mister Sawyer, but I also know
many others, like my Aunt Sal that weren't so lucky. I've been writin' to Mister Sawyer a lot
about my plans. He says he knows some people in the city that might be able to help. I gots to
keep going to class as much as possible to make my reading and writing better though. I'm gunna
tell my story to the whole world. Mama says, I can do anything. I just gotta keep my faith in
myself and keep my head up. I ain't letting nothing tell me what I can and can't do. I am just as
capable of doing big things as anybody else.
Works Cited
*Child, L. M. F. (1865). The freedmen's book (pp.265-267). Boston: Ticknor and Fields.
Cobb, W. M. (1962). Original Communications: A Short History of Freemen's Hospital. Journal
of the National Medical Association, 54 (3). Retrieved September 19, 2013 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2642276/pdf/jnma00685-0005.pdf
Downs, J. (2012). Sick from freedom : African-American illness and suffering during the Civil
War and Reconstruction. Oxford: Oxford University Press, USA.
*Ivy, E. (1867). Sharecropper's Contract. New York: n/a.
*Kenney, J. A. (1874). Freedmen's Hospital, Washington, D.C.. Retrieved September 19, 2013
from http://digitalgallery.nypl.org/nypldigital/dgkeysearchdetail.cfm?trg=1&strucID =53
9671&imageID= 1215954&word=Howard%20University&s=3&notword=&d=&c=&
f=2&k=0&lWord=&lField=&sScope=&sLevel=&sLabel=&total=16&num=0&imgs=20
&pNum=&pos=9
King, D. C. (2003). Children's encyclopedia of American history (pp.88-89). New York, NY:
DK Publishing, Inc.
*Lange, D. (1939). Bright cigarette tobacco growing in negro sharecropper's field. Retrieved
September 19, 2013 from http://www.loc.gov/pictures/item/fsa2000003545/PP/
*Shahn, B.(1935). Daughter of negro sharecropper: Arkansas. Retrieved September 19, 2013
from http://www.loc.gov/pictures/resource/fsa.8a16542/
Tobacco farming the old way. (n.d.). Retrieved September 19, 2013 from
http://www.learnnc.org/lp/editions/nchist-newsouth/4386
*United States Congress House Committee on Education and Labor. (1961). Transfer of
Freedmen's Hospital. Washington, D.C.: [s.n.].
*United States Congress Joint Committee on Reconstruction. (1866). Protection of
emancipated slaves and freedmen. Washington, D.C.: [s.n.].
40 acres and a mule (2007, September 13). [Television series episode]. NBC News. Retrieved
from https://highered.nbclearn.com/portal/site/HigherEd/browse/?cuecard=523
* Signifies primary resource
Appendix B: Graphic Organizer
Setting: Where and When?
Main Problem:
Beginning:
Middle:
Main Character(s):
End:
Other Characters: