Designer: A. Traskin

Publication Date: June 14, 2004, August 23- Sept. 7, 2004 revised

Standard: History

Objective:

Students will understand differences and hardships faced in the 13 Original Colonies: Northern, Middle, Southern compared to today's lifestyle in Fresno as part of the United States.
Students will also understand the relationships the Revolutionary War had to the Civil War through study of the politics and general thinking of the people during the 1700’s and 1800’s.

EL/Inclusion Strategies: As this is a year long unit, students will work in different groups throughout the year ranging from 2-6.

Varying the groups and sizes will distribute the workload and allow students to help and workout any problems with one another.
Each person in the group will “shine” using their strengths to help the group.

Materials:

TCI overheads & resources (Colonial Settlers/ Colonization)
Discovery Program
Primary sources
Fresno Unified’s History Text: A New Nation
Supplemental texts
Internet

Preview: Will vary according to lessons. See further individual lessons.

Year long Procedure: Students are broken into groups of 5-6 with 3 boys and 3 girls in each group. Depending on the class, teacher may choose to place students according to ability also.

PART I: CIVIL WAR HISTORY 1861-1865 Lesson 1:

Objective: Slavery was occurring during the Revolutionary period and was one of the causes for the Civil War. Students will learn more about slavery its effects on the slave, master, others, economy. Students will also develop empathy for the idea of slavery.

Preview:

How would you feel if someone else, besides your parents, could tell you what to do, and when to do it?
What would you think about someone ordering you to pick up a paper that they had dropped on the floor or maybe telling you what you could or couldn't say?
Have you ever wondered what life would be like if you were someone’s slave?

Discuss: What we know about slaves.

What we want to know about slaves.

Procedure:

Students will begin learning about the civil war by reading Harriet Tubman

Conductor of the Underground Railroad, By, Ann Petry.

Students will write in their journals & discuss the following ideas:

1. Ch. 1 & 2 - How is slavery life described? Give examples. (1 full page)

2. Ch. 3 - How was Harriet’s time with Ben important? What skills did she learn? (1/2 page)

3. Ch. 4 - Which type of slave would you prefer to be? Field hand or House servant?

Explain using information from Ch. 1-4. (1/2 page)

4. Ch. 5 Explain why did Harriet run away and what happened to her in the end? (1/2 page)

5. Ch. 6 Explain the opposing reasons why Nat Turner became famous among the slaves and among the masters?

Explain. (1/2 page)
Activity Handout: record on a map the “free” and slave states.

6. Ch. 7 -8 Why was it a unsettling time for slaves when a master died? (1/2 page)

7. Ch. 8 Explain the humiliation Harriet endured. What does the author portray her as (inferred)? (1/2 page)

8. Ch. 9 & 10 - How do you think Harriet felt once she was in Pennsylvania? Explain.

9. Ch. 11 & 12 - If you could talk to Harriet’s parents, what do you think they would say about their daughter?

10. Ch. 13 & 14 - How did other peoples willingness to help effect the live of Harriet and other slaves? Negroes?

Other people then and now?

11. Ch. 15 & 16 - How was Harriet viewed differently in the North and South? Be sure to explain with examples.

12. Ch. 17 & 18 - Tell me three ways Harriet knew “our time is coming.” What did she mean by that?

13. Ch. 19 - 20 - In what ways was Harriet’s heart too big for her head?

Give at least 3 examples. Good for you if you have more than 3.

14. Ch. 21 -22 - What most struck you about Harriet and those living during her time.

Compare life then to today and how are we still similar/ different.

Other Sources - Teacher Read

Pink & Say
Minty
Harriet Tubman
Who Owns the Sun?
The of Dies Drear
The Mystery of Drear House
Sweet Clara and the Freedom Quilt
Harriet Beecher Stowe
Worth Fighting For
The Black Americans. A History in their Own Words
Escape from Slavery
Freedom Train

Background - History Student Read

Students read:

Living History at Kearney Park: The Civil War Revisited Study Guide.
A New Nation History Text: Ch. 18, “The End of Slavery” p. 510-531

Student Handouts: Suggested Questions - using info. they know.

Word Search Puzzle
Match Game

Students sing:

Roll, Jordan, Roll
The Northern Bonny Blue Flag
When Johnny Comes Marching Home Again
Song of the Southern Volunteer
National Anthem

Student Learning Activities

1. Students will draw out of a hat one of the following names.

Students will work in pairs to research and write/type with illustrations a newspaper article on the following person.
- Biographies: Abraham Lincoln, Mary Todd Lincoln, General Robert E. Lee, Fredrick, Douglass, Walt Whitman, Jefferson Davis, Varina Howell Davis, Sojourner Truth, Ely Samuel Parker, Ulysses S. Grant, Belle Boyd, General George C. Meade, General Thomas “Stonewall” Jackson, George Pickett, Rose O’Neal Greenhow, Harriet Tubman (class), Mary Boykin Chestnut, Clara Barton, Dr. Elizabeth Blackwell.

2. Student Archeologists: Students observe a penny.

Using their observations they will ask questions, clarify & summarize what they believe is true about the people who made this coin.
i.e.: It is made of metal (copper) the people must have had the technology & know how to mine, separate, melt, and mold metal.
- It has a picture of a man on one side. Perhaps this man is important - a leader? What type of coat or top is that? Did everyone, just men, or just wealthy wear that style of clothing? Wear beards the fashion during this time? His hair is short so the people must have had cutting devices.

The people were religious - “In God we trust”
The people believed in “Liberty” - did they fight for it?
Does “United States of America” mean they all were together? What were states? America?
“e pluribus unum” what does it mean? - United we stand language? - Latin
“one cent” - was that a lot of money? Did they have other currency as it identifies the value on this coin?
There is Latin and English writing on one side. Perhaps the people were educated or spoke those languages. The fact that there is writing on the coin shows they knew how to read. The people had writing or an alphabet.
The building has geometrical columns - style of Roman coliseums? Greek? Were their buildings all like this or was this a special place? The building indicates the people could build. Therefore they must have had tools to lift heavy objects, hand tools. The people must have been mathematicians as the building is geometric.
Why are the numbers different on the coins? Are these dates? Special codes?
What does the letter “D” stand for? Perhaps a name or place?

Field Trip: Civil War Reenactment, Sept. 24, 2004

Follow-up: Using the information researched and received from interviews & Presentations at Kearney Park,

Each student will write & illustrate a news article of the Civil War People, Life, Thinking, etc. to be put into a class paper.
(Project completion by October 22, 2004 to be submitted by 11/19/04 to Fresno Bee for judging and awards.)

PART II Colonial American History 1607-1783 Lesson 2:

Preview:

How would you feel going to a place you have never gone?
How would you feel if you had to leave all you had and all the people you know behind?

Begin Journal: Colonial Settlers, Colonization (Activ. 1.1 p. 2-11 show overheads and discuss notes)

*(TCI) Role-play characters in the pictures

“What do you suppose they are saying?”

Have one student be a reporter reporting on the students responses as a settler.

Students are given mapping activities to complete and thus earn point/ $ for their trip to the New World.

Students quickly learn that they must work as a group so as not to loose points.

Understanding the differing colonial societies p.15-43 using matrix notes.

Students will decide what colony they will settle (N, S, Middle) and why they are leaving.

They will need to be historically accurate in regards to the time period, reason, place, etc.

Students will create a persuasive ad to get others to come to their colony. (View Fresno Bee & Magazine ads)

Students then will decide what to take with them to the New World and pay for these people, supplies, food with their points/$.

Students then set sail keeping a daily log and accounting sheet.

Once students land, they will begin a new daily log and new accounting sheets for trading, attacking, etc.

Students will submit a finished written journal of sailing and landing/settling a new colony.

A trip through the Colonies - Journal writing p. 44-71 using placards and note taking pages.

Technology Component:

Internet is used for further research
Students have the option to type their journals

Resources:

Fresno Unified Text
Extensive Teacher Library
School Library
Computer

Assessment:

The group with the most points/ $ at the end of the simulation “wins”. The students are graded individually by their journals, and accounting sheets done through out the simulation.

Reflection:

Further development is needed in the area of the original 13 colonies. I need to do more research as to the time period and the people who were in power during this time. I am fascinated each time I read/research and find “new’ information.

Skills needing further development could be use of the computer and further knowledge of the time periods as stated earlier are always helpful.

I need time to organize ALL the information and materials I now have to use in a more meaningful way in my class.