*this lesson plan was developed, written, and taught along with the three individuals listed below*
Name(s): Brittany W. Grade Level: 4th Grade
Hannah W.
Matt W.
Emma Swartz
Lesson: 1 of 1 Topic for Today: Henry’s Freedom Box by Ellen Levine; Slavery
Purpose:
Teacher Purpose: Fourth grade GLECs ask teachers to introduce students to a variety of debatable issues and pick a position. Students will learn about slavery that occurred in the United States. It is important that fourth graders understand public issues that occur in today’s world along with public issues that occurred in the past.
Student Benefit: Students at McAlear Elementary most likely have not experienced a lot of diversity. The lesson will help students understand that it is wrong to treat people unfairly based on their differences. Knowledge about slavery will help the fourth graders begin building an understanding about peoples rights.
Objectives:
1. After reading Henry’s Freedom Box, the students will list at least three differences, on a T-chart, about the life of a slave compared to our lives today. Each student will also describe how he/she felt as the slave or master during the activity. (T-chart Handout Attached)
2. The students will orally discuss alternative solutions for how whites could have treated African Americans differently.
3. Given a handout, students will complete the statements and fill in the missing pieces in his/her own perspective (Emotions, Thoughts, & Hardships Handout Attached). On the back of the worksheet, students will compose an essay, 4-5 sentences, stating their opinion on slavery with at least 3 supporting reasons.
Lesson Alignment:
1. MI Grade Level Content Expectations:
a. 4-P3.1.2: Using graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions.
b. 4-P3.3.1: Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.
2. NCSS
a. Individuals, Groups, and Institutions:
i. Identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts
ii. Identify and describe examples of tension between an individual’s beliefs and government policies and laws
b. Individual Development and Identity:
i. Describe personal change over time, such as those related to physical development and personal interests
ii. Work independently and cooperatively to accomplish goals
Core Expectations for Teaching Diverse Learners:
§ High expectations for student achievement
1. Accommodations and modifications are located in the ‘Special Needs’ section of the lesson plan.
2. The rubric identifies specifics that will be assessed and is located in the ‘Teacher Grading Plan’ section of the lesson plan.
3. Bloom’s Taxonomy level attained: Evaluation
Attitudes/Values: Lesson provides opportunity for students to develop respect for all people.
Content focus: Content presented allows students to learn specifically about the customs, norms, people, places, and/or events of an ethnic group other than their own.
Materials: Materials provide opportunities for students to be exposed to a wide range of diverse people.
Preassessment Plan: Students should be aware that slavery occurred in the United States. Also, African Americans were targeted as slaves.
Vocabulary (from Henry’s Freedom Box by Ellen Levine):
· Slave: A person who was owned by someone else. (White men owned African American families)
· Master: A person who owns slaves
· Beckoned: To call a person over
· Obey: To follow orders or directions
· Factory: A building where goods are made; A business
· Tobacco: A plant that is used to make cigarettes
· Vitriol: A harmful liquid that will burn a persons skin if it touches it
Materials Needed:
1. Henry’s Freedom Box by Ellen Levine
2. Whiteboard
3. Whiteboard marker
4. Snacks (one per student)
5. Juice boxes (one per student)
6. Napkins (one per student)
7. Worksheets
a. Henry’s Freedom “Box” Worksheet
b. T-Chart
8. Cardboard
9. Duct tape
Teacher Preparation:
1. Purchase snacks, juice boxes, and napkins, enough for one per student
2. Put snacks into individual Ziploc bags (if applies)
3. Create worksheets
4. Print enough worksheets for the students in the class
5. Create a list of things students may and may not have the “slave” students do
6. Use cardboard and duct tape to create a box the same size as Henry’s freedom box
Anticipatory Set:
1. Show the students Henry’s Freedom Box by Ellen Levine.
2. Discuss with the students what they think a “freedom box” is and if they had a “freedom box” what would they put in it?
Lesson Body:
1. Have the students sit quietly in their desks while an SVSU student reads Henry’s Freedom Box aloud.
2. Read the Author’s Note and have a short discussion about slavery.
a. Discuss the following:
i. Since Henry traveled so far in a box what types of things do you think he had or didn’t have?
ii. Imagine going home after school and your neighbor was at the door to tell you your family was sold. How would you feel and why? Do you think this is how Henry felt?
iii. What do you think it would be like to not celebrate your birthday? Or not even know when you were born?
iv. The author’s note states that Henry traveled for 27 hours. Tell the students that 27 hours is an entire day and part of the next day.
v. The authors note
3. Have the students number off to form groups of four students.
a. If everyone is present the students will count 1-7 to form seven groups of four since there are 28 students total.
4. Have the students figure out which of their names, in their group, comes first in the alphabet. Instruct the student whose name comes first alphabetically to raise his/her hand. This student will be the master and the other students in the group will be the slaves.
5. Explain to the students that the master is in charge of them and must obey their instructions for 10 to 15 minutes.
a. Put a list on the board of things that masters are allowed to have slaves do and what they are not allowed to do.
i. Can do: Jumping jacks, push ups, write name on paper (or other sentences), retrieve a book for him/her, stand on one foot, touch finger to nose. (Activities similar to Simon says)
ii. Can’t do: Activities that go against classroom rules, hurt others, or leave the classroom.
6. Inform the class that our activity will last 5-10 minutes and that the master can begin having the slaves follow their rules once the slaves pick up the items in the front of the classroom. The masters can eat the snack and drink the juice box during the activity.
7. To get started have the slaves from each group come up to the front of the class, one group at a time. The slaves will each pick up a different item.
a. One slave will pick up a juice box.
b. One slave will pick up the snack.
c. One slave will pick up a napkin.
Give the students 5-10 minutes to participate in the slave/master activity
8. Grab the student’s attention and tell them that the activity is over and have each student go back to their desk for a class discussion.
a. Discuss:
i. How did you feel when you were the slave or master?
1. Do you think that Henry felt similar or different and why?
9. Review the discussion that occurred after reading the book.
a. Remind students:
i. Henry never knew his birthday since he was a slave.
ii. He only had one biscuit with him and only a little bit of water.
10. Pass out the two worksheets (T-chart and Box handout) and instruct the students to individually complete each one. We will walk around helping and observing the students. Have the students raise their hand when they are done. One of us will check them over and then have them proceed to the filler activity.
Filler:
1. Once all activities are completed students will be able to individually go into the box and see how small it actually was.
2. Students can color their “Box Worksheet.”
Closure:
1. Collect the worksheets from the students.
2. Ask students to raise their hands if they were slaves in the activity.
a. Then ask the following questions:
i. How did it make you feel?
ii. What types of activities did you have to do?
3. Ask the students to raise their hands if they were masters in the activity.
a. Then ask the following questions:
i. How did it make you feel?
ii. Did you actually need the slave to do the things he/she did? Or could you have done it by yourself?
4. Summarize that slavery is wrong and that it has been abolished. Review the T-Chart of the life of a slave and life of a person today.
Teacher Grading Plan:
Special Need Students:
1) Modifications:
a. 16 Student below grade Level Reading: The worksheets are easy to read and follow. SVSU Teachers will be available to read instructions to students if necessary.
b. ADHD Students: Students can pass out worksheets. Also, will be able to get up and move around during some parts of the lesson.
2) Accommodations:
a. Harvey: one SVSU student will sit down with Harvey and read him the worksheets and allow him to verbally answer the statements and questions. The SVSU student will then write his answers on the worksheet for him.
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