8th+Grade+Slavery+Project

Lesson Plan-

Student Learning Objective:
 * Students will be able to gather information using an online archive.
 * Students will be able to demonstrate understanding of the slavery and why the treatment of the slaves had such an impact on the causes of the Civil War.

1) Students will begin by reading Gary Paulsen’s NightJohn. Over the course of the book students will get an initial glance at slave life and what the African American slave of the time period looked like and experienced. Students will also be introduced to the dialect of slaves, which will be important for later in the unit. The novel is fairly short (93 pages) and has very little words on each page compared to a normal novel so it should be easily read in two days over the course of two 50 minute class periods.
 * Unit Introduction completed in the classroom: (2 days)**

2) While students are reading the novel, they will be completing a character sketch worksheet (Found in Student Learning Materials) .This will worksheet will explore the humanistic aspects of the African American slave: what they looked like, character traits, wants/needs, etc.

1) Students will log-on to the computers and go to the Library of Congress archive, [|Born into Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938].
 * Day 3: Introduction to the Archive. Completed in the media center. (1 Day)**

2) Students will begin previewing some of the narratives in order to acquaint themselves with what the narratives will contain and the dialect inherent in some of the pieces. They will do this by clicking on the link titled [|Voices and Faces from the Collection]. Students will then fill out what I call a “Silk” sheet (actually SLK) which a version of a KWL. (Found in Student Learning Materials). The S stands for “What I See”, the L for “What I Learned” and the K for “What I Want to Know”.

1) Students will begin exploring the archive. The teacher will provide a direction sheet to give some students some guidance which will include some suggestions on interviews to explore. (Found in Student Learning Materials). With the help of the teacher and the media specialist, students may choose to explore narratives outside of what is suggested in order to find the needed information Students will take notes on Daily Life, Food, Clothing, Treatment of the Slaves, Education, and any other interesting information they find.
 * Day 4: Begin research. Completed in the media center (3 Days)**

2) Students will be paired up for this portion of the activity since the final product requires two people. Students will work collaboratively to gather information. Each student will turn in their own set of notes.

1) The final product that students will be creating is an interview. Many of the slave narratives do not provide any insight into the questions that are asked, we merely hear the side of the answers given. Students will be responsible for creating an interview. One student will take on the role of the interviewer and the other will be the interviewee. Using the information and notes compiled, students will demonstrate and understanding of slave life and will be expected to touch upon specific topics in their interview. Requirements for the interview can be seen on the rubric for this project. (Found in Student Learning Materials).
 * Day 7: Compile information into final product (3 Days)**

1) Students will present their interviews to the class. Students may choose to record the interview ahead of time at home and present a digital copy of their interview or they may do it in front of their peers during class.
 * Day 11: Presentations (2-3 days)**