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Lesson
Plans
Summer Institute I - "Slavery, The Civil War, and Reconstruction"
Ebony Hayes
Thames Elementery School
Hattiesburg,, Mississippi
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DOCUMENT FROM THE MISSISSIPPI STATE ARCHIVES USED IN THIS LESSON:
The American Slave: Composite Autobiography Supplement Series Volumes
8 & 9. Narratives, Part 3. George Rawick: General Editor Greenwood
Press; London, England
WPA Files -Photographs (Forrest County)
HOW TO FIND THESE DOCUMENTS IN THE ARCHIVES:
To find this article you simply fill out a call slip at the Archives
providing them with the above information about the book.
To find the pictures simply fill out the blue call slip providing the
above information.
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GRADE LEVEL/LEVELS FOR WHICH LESSON COULD BE USED:
Fifth
SUBJECT/SUBJECTS FOR WHICH LESSON COULD BE USED:
Social Studies/Language Arts
MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCY/
COMPETENCIES
These may be found at:
http://www.mde.k12.ms.us/acad/id/curriculum/ss/sstable.htm
1. Investigate the causes and nature of various movements of large
groups of people into and within the United States past and present.
ESSENTIAL QUESTIONS FOR THIS LESSON:
How does historical evidence depict the lives and experiences of enslaved
persons?
HISTORICAL CONTENT
People: Rachael Santee Reed (ex-slave)
Events: Institution of slavery
Places: Forrest County and the Piney Woods of south Mississippi
Key terms, dates, etc.:
Primary sources
Secondary sources
HISTORICAL CONCEPTS/ THEMES
Values, Beliefs, Political Ideas, Institutions
HISTORICAL SKILLS/PROCESSES TO BE TAUGHT OR REINFORCED IN THIS LESSON:
finding and analyzing primary sources;
developing empathy for people in the past;
relating past to present;
analyzing visual sources such as photographs and artwork;
INSTRUCTIONAL ACTIVITIES
This lesson plan is developed for a fifth grade social studies class
that lasts about 40 minutes. Therefore, the plan is spread across three
days to allow time for delayed test of objectives.
The main objective of this lesson is for students to be able to differentiate
primary and secondary sources. The evaluation will measure mastery of
this objective. That's the focus of our lesson. It is being taught during
the chapter discussion of slavery and therefore, other objectives may
be pulled in.
You may divide this lesson according to class periods
Start by placing key terms on the board.
Have students brainstorm definitions for these words.
List their suggestions on board.
Once done, define terms for students and ask them to record these terms
in their word banks or notebooks.
Distribute several examples of primary sources (pictures, diary entries,
narratives.) See attachment.
Further explain that primary sources allow us to research and peek into
the lives and experiences of people long ago.
Distribute a variety of secondary sources. Explain what makes them secondary.
Ask students to bring in some primary and secondary sources as a homework
assignment.
Tell students that the lesson and next several lesson will be focusing
on primary sources, but that it is important for them to know the difference
in primary sources and secondary because that is the lesson focus.
Talk to students about Forrest County and its part in the Piney Woods
area. Tell them the date of origin of Forrest County (1908).
Take the time to show pictures of the old Forrest County and contrast
them to pictures of today.
Allow time for students to compliment on similarities and differences.
(You could possibly do this with a Venn diagram.)
Explain how ex-slaves migrated into Forrest County.
Distribute narrative of Rachel Santee. Allow students to read narrative.
(Allow 10 to 15 minutes.)
Read the narrative to the students to help them understand the dialect
of enslaved people. (Define dialect for them.)
Hold a group discussion of what life must have been like for this woman.
Have the girls comment on the lifestyle of the women of these times.
Have the boys talk about the role of the men in this time.
Assignment: Students are to write a response expressing their opinions,
enlightenments, and confirmations about this narrative. (Suggested length:
1 page/3 paragraphs)
Allow students to read aloud their responses and discuss various answers.
Next, place on the overhead screen a copy of the boy from Forrest County.
Talk about the age of the boy being similar to the students.
Allow students to comment orally on the picture.
Ask students to write a one-page story giving this boy a name and a
new life of freedom.
Once done, allow students to read their story and justify why they choose
this life for the boy.
Finally, as the final assessment and reflection, arrange in the room
a variety of primary sources and secondary. Be discreet and "sneaky;"
the kids will love it. Don't be predictable; scatter the sources around
the room. Have students choose any two sources. The test will be for
them to be able to explain in writing the type of source they chose.
Also, they must justify their answer with a reasonable explanation.
End these lessons with teacher comments or with those of an oral historian.
TEACHER RESOURCES USED IN THE LESSON
The Library of Congress Learning Page
Check out "Using Primary Sources in the Classroom." Also,
there are several excellent lesson plans on the Civil War and Reconstruction
for various grade levels, including "The Civil War Through a Child's
Eyes."
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html
BOOKS, PERIODICALS, ARTICLES, HANDOUTS, ETC. USED FOR TEACHER'S BACKGROUND
READING OR REFERENCES:
Teaching with Documents : Using Primary Sources from the National Archives
Before Textbooks: Documents are History Selected Highlights from The
Gilder Lehrman Collection
STUDENT RESOURCES:
The Library of Congress Learning Page
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html
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