Pre and Post Test | |
File Size: | 16 kb |
File Type: | docx |
Social Studies Lesson
Topic: Frederick Douglass and Civil Rights of African Americans
Title of Lesson: Freedom and Frederick Douglass
Subject Area(s): Social Studies, Language Arts, and Fine Arts
Grade Level: Third
Description or Outcome Statement: In this lesson, the students will learn about Frederick Douglass’ impact on civil rights and suffrage. At the end of the lesson, the students will be able to describe two major impacts that Frederick Douglass had and how it still affects them today.
Specific Lesson Objective:
a). Explain the meaning of the given words as they relate to Frederick Douglass and use them to complete the crossword puzzle.(Cognitive)
b). Listen to the song, Stayed On Freedom and discuss the lyrics as they pertain to civil rights and freedom. Develop a dance with your group and preform it for the class. The students will be assessed on performance and movement using a checklist. (Psychomotor)
c). Write a persuasive essay convincing the classroom teacher to grant them the right to vote after examining the rights of African Americans in the late 1800’s. The writing must include two reasons why they should be given the right to vote. (Affective)
Georgia Performance Standards:
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
A. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education)
B. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
ELA3W2 The student produces a persuasive piece of writing that:
A. Captures a reader's interest by stating a clear position/opinion and developing a point of view.
B. Sustains a focus.
C. Includes the appropriate purpose, expectations, and length for audience and the genre.
D. Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
E. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
F. Provides a sense of closure.
M3GM.9 The students will understand music in relation to history and culture.
A. Perform, listen, move and/or distinguish between music from various historical periods and cultures (e.g., various world regions).
Materials Needed:
Motivation:
[Teacher moves to the front of the classroom.]
“Today we are going to hold an election for president of the classroom. Whoever wins the election will be the president of the classroom for the day.”
[Teacher picks three students to be Presidential Candidates.]
“Diego, Lisset, and Oscar, you are the candidates for president of our classroom; that means you are the ones trying to get the others to vote for you as president. Will you please come to the front of the room with me so everyone can see you?”
[Students chosen come to the front.]
“Now, I want the rest of you to think really hard and make up your minds about the student you will
vote for in this election.”
[Teacher pauses to give students time to choose.]
“Have you decided? Good. There is something I need to inform you about this election. And please hold all questions about what is about to happen until the end of the election. Now, everyone with a yellow shirt on today cannot vote.” (Big sigh from students excluded.) “Neither can anyone wearing black socks.” (Another big sigh.)
[Six students total are excluded.]
“But the rest of you will be happy because you are allowed to vote! It’s time for the election: Who would like to vote for Diego? Please raise your hand.”
[Three students raise hands. Teacher records the tally on the IWB.]
“Great! Please raise your hand if you would like to vote for Lisset.”
[Six students raise hands. Teacher records tally on the IWB.]
“One more, please raise your hand if you want Oscar to be president.”
[Two students raise hands. Teacher records tally on the IWB.]
“We have a winner! Lisset, you are president of our classroom for today. Congratulations!”
[Student candidates move back to their seats.]
Statement of Purpose:
[Teacher discusses with the whole class.]
“I bet many of you are wondering why some students were not allowed to vote. Well, during the time that Frederick Douglass lived, African Americans were not allowed to vote in any election, not even for president of the United States. Each of you that were not allowed to vote represented the African Americans that did not have the right to vote. They were not allowed to vote because of the color of their skin. Today the students who were excluded from our classroom election experienced how African Americans felt because they lacked the freedom to vote. A man named Frederick Douglass fought to overcome this injustice, and we are going to learn how he did that during today’s lesson.”
Body of the Lesson:
[Teacher moves to the front of the classroom and displays lyrics to the song Stayed on Freedom on IWB.]
“We are going to listen to a song now. You have been sitting long enough, so I want each of you to get out of your seat and move to this song. While we do this, be sure to listen to the words you hear and think about what it means. There are certain words that repeat over and over again. You can sing along with those parts when you hear them. Okay, are you ready? Let’s go!
[Students get out of seats and prepare for movement. Teacher plays recording of song. Students move to the music and sing along as they learn the song.]
“You all did an awesome job of moving to this song! Great! Now take your seat please, and we are going to discuss the meaning of the lyrics to this song.”
[Students return to seats.]
“When Frederick Douglass was alive, what freedoms did African Americans long for? They longed for freedom from slavery. That is very true. Slavery is a very cruel system which forces people to work and where they have no freedom. We talked about the Underground Railroad in our previous lesson and how Frederick Douglass helped slaves gain their freedom. After slavery was abolished, what other freedom did African Americans long for? Think about our activity at the beginning of class today. They wanted the right to vote. Excellent! I have a word that means the right to vote: suffrage.”
[Teacher writes on IWB.]
“How did Frederick Douglass help the fight for suffrage for African Americans? We are going to find out today. But let’s think about one more freedom or right, that Frederick Douglas fought for during his life time. This fight continued long after he died. Does anyone have any ideas on this? Think about the book we read on Frederick Douglass yesterday. He fought for civil rights for African Americans. You are so smart, guys!!! Kiss your brains!”
[Teacher writes term on IWB.]
“Can anyone tell me what civil rights are? Can you give me an example? Very good, learning how to read and getting an education is one example. Civil Rights are rights that countries protect for their citizens. African Americans did not have basic civil rights during Frederick Douglass’ time. They were first thought of as property when they were slaves, then they were thought of as less than human, without rights or freedoms that other people enjoyed. Was this fair or just? No, it was not. This made African Americans very sad. They often took comfort in singing songs together. The song we listened to today is one of the songs they sang to express their desire to be free.”
“Class, as we talked about in our previous lesson, Frederick Douglass held anti-slavery speeches throughout the Northwest states. What other rights did Frederick Douglass fight for? We just talked about it. Yes, that is correct, suffrage and civil rights! He continued his fight for justice for African Americans as well as equal rights for women. He also published a paper called The North Star, wrote many articles, and spoke at many events in support of civil rights. Do you think it was dangerous for him to do this? You’re right, it was very dangerous. Why do you think this was dangerous? Yes, he was beat up several times and people wanted to physically harmed. His house was also burned to the ground. Frederick Douglass also worked to sign up African American men as Union Army soldiers. He met with President Lincoln to discuss the problems such as unfair treatment and bad conditions they were forced to endure. These meetings gave Frederick Douglass hope that conditions for his people would improve.”
[Teacher moves to back of room and brings bin with writing journals to the front of classroom.]
“I want the number three people# to come get the journals for your table.”
[Students come to front and distribute journals.]
“Today we are going to write a persuasive essay. We wrote a persuasive essay last week. Who remembers what a persuasive essay is trying to accomplish?” That’s right Jenny, it is an essay that persuades someone to your point of view. For our essay today, you are going to imagine what it was like to be an African American in Frederick Douglass’ time. You are going to persuade me to give you the right to vote. If you were one of the students excluded from the vote at the beginning of class, I want you to share with us now how that felt. Great response! You all felt powerless, left out, disappointed and like you didn’t count? The African Americans in Frederick Douglass’ day probably felt the same way. Let’s think together of reasons you could list in your essay for why you should be allowed to vote.”
[Teacher moves to IWB with pen.]
“You’re right, it’s not fair to exclude people because their skin is a different color. And it’s also not right to exclude someone because they are a woman. It’s important for your opinion to count. And yes, you should have a say in who your leaders are. These are very good reasons class. Now I want you to start your paper with this line. ‘Please give me the right to vote because....”
[Teacher also writes this on the IWB.]
“If you say you want the right to vote because you are a member of this class, then give me an example of other things you do that prove you are a member of this class. If you want the right to vote because you were excluded based on the color of your shirt, tell me why that is a bad idea for exclusion. Go ahead and get started. I will come to each of you for one minute and help if you get stuck. This will be your rough draft, and we will have peer editing time tomorrow.”
[Teacher moves from student to student, giving aid or making suggestions as they write.]
“Time to close your journals. I am very proud of the work you did today. We will do more editing on the journals tomorrow. I want the number four people# to collect the journals from your table and bring them to the bin at the front of the classroom.”
[Number 4 students# collect journals, and one student returns bin to back of classroom.]
“We have one more fun quick activity I want you to complete while I look over your journals from today. Students who are number 5, come to me and get the crossword puzzle worksheet and pass it out to your table.”
[Student 5# gets worksheet and passes it out to table.]
“You should be able to fill this out easily. These are words we have been studying the last few days, and we talked about many of them today. Work quickly, and quietly. If you have a question, you may ask your neighbor, but your voice should only be loud enough for your neighbor to hear you.”
[Students complete worksheet while teacher examines journals.]
Closure:
“Who can tell me one thing they learned today? Yes, African Americans were not allowed to vote because of their skin color! Was this a normal thing during this time? Was that fair to African Americans? This was a normal thing, African Americans were not allowed to vote because they lacked the freedom to vote. Only white men were allowed to vote. It was not just, and African Americans had to fight for their right to vote. African Americans were not given the right to vote because they were thought of as property. Remember how you felt when you were told you couldn’t vote because of the color of your shirt or socks? Now think about this: you can change your shirt and socks, but you cannot change the color of your skin.”
“Who can tell me something Frederick Douglass did to give African Americans the right to vote? Yes, he gave speeches in support of African Americans’ right to vote, but also women’s right to vote. Who remembers the fancy word we learned that means the right to vote? Suffrage, yes. I just have to tell you how proud I am of the way you have participated in this class today. It makes my heart happy!”
“Who can tell me one other freedom Frederick Douglass fought hard to gain for African Americans? Civil rights, very good! He wanted everyone to be able to read and write and enjoy the same freedoms, no matter the color of their skin. Do you know those rights are now guaranteed by our government? They are the law of the land. If someone feels their civil rights are being violated, they can go to a judge and complain. Frederick Douglass’ work was very important to the rights we enjoy today. His work was very important. We are going to stand and sing the song Stayed on Freedom on more time. Now that you understand the freedoms Frederick Douglass fought for and
how they benefit you today, it may have more meaning to you.”
[Teacher plays recording of Stayed on Freedom and displays lyrics on the IWB. Students stand, sing, and move to the music.]
Assessment:
A checklist with each student’s name will be used for the formative assessment. It will be noted from teachers observation if they participated in the following activities: dancing, singing, and voting.
For the first summative assessment, the crossword puzzle will be collected and graded. There are ten vocabulary words. Each word is worth ten points for a total of 100 possible points. The second summative assessment will be collecting and grading the persuasive essay.
Accommodations
Visually Impaired: The visually impaired student will be seated near the front of the classroom and given song lyrics with larger print.
Hearing Impaired: Students with hearing impairments will be able to listen to the song at the listening center, using headphones to eliminate background noise and other noisy distractions in class. This will allow them to listen and hear better without outside noise.
English Language Learners: Since the make up of the classroom is about 50/50, ELL students will be paired with students who are more fluent in English. The teacher will also check on them to make sure they have a complete understanding of the assignment. ELLs will be able to participate more easily with the help of a fluent English speaking student who can help them if necessary. The teacher will make sure to engage any ELL students who are observed to be having a difficult time.
Reteaching: Those students who did not meet the standards will be brought together in a small group and given a Frayer Diagram. The vocabulary word freedom will be placed in the center of the diagram . The students will research the definition, characteristics, examples, and non-examples of freedom as it relates to Frederick Douglass.
Extensions: The students who have met the objectives will explain the likely consequences if Obama had run for President in the 1800’s when Frederick Douglass was fighting for equal rights for African Americans. They will record these reflections in their writing journals.
Title of Lesson: Freedom and Frederick Douglass
Subject Area(s): Social Studies, Language Arts, and Fine Arts
Grade Level: Third
Description or Outcome Statement: In this lesson, the students will learn about Frederick Douglass’ impact on civil rights and suffrage. At the end of the lesson, the students will be able to describe two major impacts that Frederick Douglass had and how it still affects them today.
Specific Lesson Objective:
a). Explain the meaning of the given words as they relate to Frederick Douglass and use them to complete the crossword puzzle.(Cognitive)
b). Listen to the song, Stayed On Freedom and discuss the lyrics as they pertain to civil rights and freedom. Develop a dance with your group and preform it for the class. The students will be assessed on performance and movement using a checklist. (Psychomotor)
c). Write a persuasive essay convincing the classroom teacher to grant them the right to vote after examining the rights of African Americans in the late 1800’s. The writing must include two reasons why they should be given the right to vote. (Affective)
Georgia Performance Standards:
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
A. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education)
B. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
ELA3W2 The student produces a persuasive piece of writing that:
A. Captures a reader's interest by stating a clear position/opinion and developing a point of view.
B. Sustains a focus.
C. Includes the appropriate purpose, expectations, and length for audience and the genre.
D. Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
E. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
F. Provides a sense of closure.
M3GM.9 The students will understand music in relation to history and culture.
A. Perform, listen, move and/or distinguish between music from various historical periods and cultures (e.g., various world regions).
Materials Needed:
- Lyrics to the civil rights song, Stayed on Freedom found at this website: http://www.songlyrics.com/the-weavers/woke-up-this-morning-lyrics/
- Copy of the civil rights song, Stayed on Freedom found at this website: http://www.youtube.com/watch?v=5PcDvHsL6Ls
- Large print copy of Stayed on Freedom for vision impaired student
- Interactive White Board and pen
- 20 pencils
- 20 pieces of paper for persuasive essay
- Persuasive essay rubric for teacher grading
- Checklist with students names for participation to be noted on civil rights song
- 20 crossword puzzles
- Frayer diagram (for reteaching) # TBD
- Writing journals (for extension) # TBD
Motivation:
[Teacher moves to the front of the classroom.]
“Today we are going to hold an election for president of the classroom. Whoever wins the election will be the president of the classroom for the day.”
[Teacher picks three students to be Presidential Candidates.]
“Diego, Lisset, and Oscar, you are the candidates for president of our classroom; that means you are the ones trying to get the others to vote for you as president. Will you please come to the front of the room with me so everyone can see you?”
[Students chosen come to the front.]
“Now, I want the rest of you to think really hard and make up your minds about the student you will
vote for in this election.”
[Teacher pauses to give students time to choose.]
“Have you decided? Good. There is something I need to inform you about this election. And please hold all questions about what is about to happen until the end of the election. Now, everyone with a yellow shirt on today cannot vote.” (Big sigh from students excluded.) “Neither can anyone wearing black socks.” (Another big sigh.)
[Six students total are excluded.]
“But the rest of you will be happy because you are allowed to vote! It’s time for the election: Who would like to vote for Diego? Please raise your hand.”
[Three students raise hands. Teacher records the tally on the IWB.]
“Great! Please raise your hand if you would like to vote for Lisset.”
[Six students raise hands. Teacher records tally on the IWB.]
“One more, please raise your hand if you want Oscar to be president.”
[Two students raise hands. Teacher records tally on the IWB.]
“We have a winner! Lisset, you are president of our classroom for today. Congratulations!”
[Student candidates move back to their seats.]
Statement of Purpose:
[Teacher discusses with the whole class.]
“I bet many of you are wondering why some students were not allowed to vote. Well, during the time that Frederick Douglass lived, African Americans were not allowed to vote in any election, not even for president of the United States. Each of you that were not allowed to vote represented the African Americans that did not have the right to vote. They were not allowed to vote because of the color of their skin. Today the students who were excluded from our classroom election experienced how African Americans felt because they lacked the freedom to vote. A man named Frederick Douglass fought to overcome this injustice, and we are going to learn how he did that during today’s lesson.”
Body of the Lesson:
[Teacher moves to the front of the classroom and displays lyrics to the song Stayed on Freedom on IWB.]
“We are going to listen to a song now. You have been sitting long enough, so I want each of you to get out of your seat and move to this song. While we do this, be sure to listen to the words you hear and think about what it means. There are certain words that repeat over and over again. You can sing along with those parts when you hear them. Okay, are you ready? Let’s go!
[Students get out of seats and prepare for movement. Teacher plays recording of song. Students move to the music and sing along as they learn the song.]
“You all did an awesome job of moving to this song! Great! Now take your seat please, and we are going to discuss the meaning of the lyrics to this song.”
[Students return to seats.]
“When Frederick Douglass was alive, what freedoms did African Americans long for? They longed for freedom from slavery. That is very true. Slavery is a very cruel system which forces people to work and where they have no freedom. We talked about the Underground Railroad in our previous lesson and how Frederick Douglass helped slaves gain their freedom. After slavery was abolished, what other freedom did African Americans long for? Think about our activity at the beginning of class today. They wanted the right to vote. Excellent! I have a word that means the right to vote: suffrage.”
[Teacher writes on IWB.]
“How did Frederick Douglass help the fight for suffrage for African Americans? We are going to find out today. But let’s think about one more freedom or right, that Frederick Douglas fought for during his life time. This fight continued long after he died. Does anyone have any ideas on this? Think about the book we read on Frederick Douglass yesterday. He fought for civil rights for African Americans. You are so smart, guys!!! Kiss your brains!”
[Teacher writes term on IWB.]
“Can anyone tell me what civil rights are? Can you give me an example? Very good, learning how to read and getting an education is one example. Civil Rights are rights that countries protect for their citizens. African Americans did not have basic civil rights during Frederick Douglass’ time. They were first thought of as property when they were slaves, then they were thought of as less than human, without rights or freedoms that other people enjoyed. Was this fair or just? No, it was not. This made African Americans very sad. They often took comfort in singing songs together. The song we listened to today is one of the songs they sang to express their desire to be free.”
“Class, as we talked about in our previous lesson, Frederick Douglass held anti-slavery speeches throughout the Northwest states. What other rights did Frederick Douglass fight for? We just talked about it. Yes, that is correct, suffrage and civil rights! He continued his fight for justice for African Americans as well as equal rights for women. He also published a paper called The North Star, wrote many articles, and spoke at many events in support of civil rights. Do you think it was dangerous for him to do this? You’re right, it was very dangerous. Why do you think this was dangerous? Yes, he was beat up several times and people wanted to physically harmed. His house was also burned to the ground. Frederick Douglass also worked to sign up African American men as Union Army soldiers. He met with President Lincoln to discuss the problems such as unfair treatment and bad conditions they were forced to endure. These meetings gave Frederick Douglass hope that conditions for his people would improve.”
[Teacher moves to back of room and brings bin with writing journals to the front of classroom.]
“I want the number three people# to come get the journals for your table.”
[Students come to front and distribute journals.]
“Today we are going to write a persuasive essay. We wrote a persuasive essay last week. Who remembers what a persuasive essay is trying to accomplish?” That’s right Jenny, it is an essay that persuades someone to your point of view. For our essay today, you are going to imagine what it was like to be an African American in Frederick Douglass’ time. You are going to persuade me to give you the right to vote. If you were one of the students excluded from the vote at the beginning of class, I want you to share with us now how that felt. Great response! You all felt powerless, left out, disappointed and like you didn’t count? The African Americans in Frederick Douglass’ day probably felt the same way. Let’s think together of reasons you could list in your essay for why you should be allowed to vote.”
[Teacher moves to IWB with pen.]
“You’re right, it’s not fair to exclude people because their skin is a different color. And it’s also not right to exclude someone because they are a woman. It’s important for your opinion to count. And yes, you should have a say in who your leaders are. These are very good reasons class. Now I want you to start your paper with this line. ‘Please give me the right to vote because....”
[Teacher also writes this on the IWB.]
“If you say you want the right to vote because you are a member of this class, then give me an example of other things you do that prove you are a member of this class. If you want the right to vote because you were excluded based on the color of your shirt, tell me why that is a bad idea for exclusion. Go ahead and get started. I will come to each of you for one minute and help if you get stuck. This will be your rough draft, and we will have peer editing time tomorrow.”
[Teacher moves from student to student, giving aid or making suggestions as they write.]
“Time to close your journals. I am very proud of the work you did today. We will do more editing on the journals tomorrow. I want the number four people# to collect the journals from your table and bring them to the bin at the front of the classroom.”
[Number 4 students# collect journals, and one student returns bin to back of classroom.]
“We have one more fun quick activity I want you to complete while I look over your journals from today. Students who are number 5, come to me and get the crossword puzzle worksheet and pass it out to your table.”
[Student 5# gets worksheet and passes it out to table.]
“You should be able to fill this out easily. These are words we have been studying the last few days, and we talked about many of them today. Work quickly, and quietly. If you have a question, you may ask your neighbor, but your voice should only be loud enough for your neighbor to hear you.”
[Students complete worksheet while teacher examines journals.]
Closure:
“Who can tell me one thing they learned today? Yes, African Americans were not allowed to vote because of their skin color! Was this a normal thing during this time? Was that fair to African Americans? This was a normal thing, African Americans were not allowed to vote because they lacked the freedom to vote. Only white men were allowed to vote. It was not just, and African Americans had to fight for their right to vote. African Americans were not given the right to vote because they were thought of as property. Remember how you felt when you were told you couldn’t vote because of the color of your shirt or socks? Now think about this: you can change your shirt and socks, but you cannot change the color of your skin.”
“Who can tell me something Frederick Douglass did to give African Americans the right to vote? Yes, he gave speeches in support of African Americans’ right to vote, but also women’s right to vote. Who remembers the fancy word we learned that means the right to vote? Suffrage, yes. I just have to tell you how proud I am of the way you have participated in this class today. It makes my heart happy!”
“Who can tell me one other freedom Frederick Douglass fought hard to gain for African Americans? Civil rights, very good! He wanted everyone to be able to read and write and enjoy the same freedoms, no matter the color of their skin. Do you know those rights are now guaranteed by our government? They are the law of the land. If someone feels their civil rights are being violated, they can go to a judge and complain. Frederick Douglass’ work was very important to the rights we enjoy today. His work was very important. We are going to stand and sing the song Stayed on Freedom on more time. Now that you understand the freedoms Frederick Douglass fought for and
how they benefit you today, it may have more meaning to you.”
[Teacher plays recording of Stayed on Freedom and displays lyrics on the IWB. Students stand, sing, and move to the music.]
Assessment:
A checklist with each student’s name will be used for the formative assessment. It will be noted from teachers observation if they participated in the following activities: dancing, singing, and voting.
For the first summative assessment, the crossword puzzle will be collected and graded. There are ten vocabulary words. Each word is worth ten points for a total of 100 possible points. The second summative assessment will be collecting and grading the persuasive essay.
Accommodations
Visually Impaired: The visually impaired student will be seated near the front of the classroom and given song lyrics with larger print.
Hearing Impaired: Students with hearing impairments will be able to listen to the song at the listening center, using headphones to eliminate background noise and other noisy distractions in class. This will allow them to listen and hear better without outside noise.
English Language Learners: Since the make up of the classroom is about 50/50, ELL students will be paired with students who are more fluent in English. The teacher will also check on them to make sure they have a complete understanding of the assignment. ELLs will be able to participate more easily with the help of a fluent English speaking student who can help them if necessary. The teacher will make sure to engage any ELL students who are observed to be having a difficult time.
Reteaching: Those students who did not meet the standards will be brought together in a small group and given a Frayer Diagram. The vocabulary word freedom will be placed in the center of the diagram . The students will research the definition, characteristics, examples, and non-examples of freedom as it relates to Frederick Douglass.
Extensions: The students who have met the objectives will explain the likely consequences if Obama had run for President in the 1800’s when Frederick Douglass was fighting for equal rights for African Americans. They will record these reflections in their writing journals.