Goals & Objectives
Goal: Students will be able to understand that abolitionists opposed slavery for a variety of reasons, including religious and democratic ideals.
Objective: Students will be able to defend a claim supporting abolitionists’ reasoning by interpreting and analyzing primary sources from those abolitionists.
Objective: Students will be able to defend a claim supporting abolitionists’ reasoning by interpreting and analyzing primary sources from those abolitionists.
California State Content Standards
HSS 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
- Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
Common Core Literacy Standards
Reading:
CCSS.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.
CCSS.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
Writing:
CCSS. WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.WHST.6-8.1.b: Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.
CCSS.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
Writing:
CCSS. WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.WHST.6-8.1.b: Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
Did abolitionists use religious or democratic ideals as their basis for wanting to abolish slavery?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 Minutes (Day 1)
The teacher will have students watch the PBS video American Experience: The Abolitionists, Part 1, Chapter 1. This video gives background of slavery during the mid to late 1800s, as well as a highlight of Angelina Grimke and Frederick Douglass, two of the abolitionists that will be focused on during this lesson. Giving students this background will help them better understand the points of view and the arguments that they will read in the primary sources. Students will be expected to take notes on the video to keep them engaged.
Vocabulary (Content Language Development) ‖ Time: 5 Minutes (Day 1 – After Content Delivery of Timeline)
Indignation – Resentment or Displeasure
Perplexities – Concerns or worries
Precept – Guidelines
Meek and Lowly – Humble
Climax of all Misnomers – A misleading label
Libels – written lies
Stealing the livery of the court of heaven to serve the devil in – Pretending to be Christian
Unutterable - Complete
Pomp and Show – A big spectacle, not genuine
Blood-Clotted Cowskin – A whip covered in blood
Pious – Think you’re better than everyone else, a fake religious
Ravages of wholesale pollution – Damaging their Christian character
Sundering - separating
Desolate – heart-broken
Unalienable Rights – Life, liberty, and happiness – rights every man has
Students will be given this list of vocabulary terms before reading, all of which the teacher will review. The second document will be the most difficult to understand, so the teacher will review complex words or phrases before they begin their close reading.
Perplexities – Concerns or worries
Precept – Guidelines
Meek and Lowly – Humble
Climax of all Misnomers – A misleading label
Libels – written lies
Stealing the livery of the court of heaven to serve the devil in – Pretending to be Christian
Unutterable - Complete
Pomp and Show – A big spectacle, not genuine
Blood-Clotted Cowskin – A whip covered in blood
Pious – Think you’re better than everyone else, a fake religious
Ravages of wholesale pollution – Damaging their Christian character
Sundering - separating
Desolate – heart-broken
Unalienable Rights – Life, liberty, and happiness – rights every man has
Students will be given this list of vocabulary terms before reading, all of which the teacher will review. The second document will be the most difficult to understand, so the teacher will review complex words or phrases before they begin their close reading.
Content Delivery (Method of Instruction) ‖ Time: 20 Minutes (Day 1)
The teacher will facilitate a class discussion of the events that occurred in America from 1830-1865. Students will already have prior knowledge and will have read the section of their textbook discussing the abolitionist movement. The class will work together to fill out a timeline of contextual events that were occurring during this time. For instance, students will already know that a second great awakening was occurring in the 1830s. The teacher will also add new relevant information, such as the start of the Civil War in 1861, the Emancipation Proclamation in 1863, and the ratification of the 13th Amendment in 1865. Students need to know these dates in order to properly contextualize the sources that they are reviewing. After students have completed their timelines, they will use this information during the close reading of their documents. The teacher will model for students how to read with thinking notes. Students should highlight the source of the document: date, place, and platform; underline the author’s key points or ideas; and circle or put brackets around any evidence that might support the main question. Students should also place exclamation points next to interesting information and question marks next to confusing words or ideas. Students will be in small groups during their close readings so they can ask for help from their group if needed. The teacher will walk around and monitor progress or help students where needed.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 60 Minutes (20 Minutes – Day 1, 40 Minutes – Day 2)
Students will be expected to participate in a close reading of all 3 documents, following the instructions for thinking notes given by the teacher. They will complete their close reading of each document on their own. Once each student has finished the first document, they will work with their group to answer the questions on the graphic organizer provided to them. This organizer is designed to help them compare the ideas and viewpoints in all 4 documents. Students will work together to complete each question. They will repeat this same process – individual close read followed by collaboration on the graphic organizer – for each and every document. Each student will be expected to complete the graphic organizer.
Lesson Closure ‖ Time: 10 Minutes (Day 2)
Students will be asked to respond to the following quick-write prompt: Your textbook states that “Abolitionists come from many different backgrounds and opposed slavery for various reasons.” Based on what you have learned from your historical investigation, do you agree with this statement? Why or why not? Students will be given a full 10 minutes to respond to this quick-write. The graphic organizer earlier in the lesson helped them corroborate the sources with one another, but this lesson closure will help them then corroborate them with the textbook section that they read the night before. This allows them to compare secondary and primary sources. Students will be asked to prepare arguments for a Socratic seminar, to be held the following day, to discuss the historical question that they answered with these documents.
Assessments (Formative & Summative)
Formative – Progress monitoring during content delivery discussion. The teacher will determine if students have the prior knowledge necessary to understand the context surrounding the abolitionist movement. The class discussion and completion of the timeline will help the teacher determine if she needs to reteach content before continuing with the close reading of the documents. Immediate feedback will be given during the class discussion.
Formative – Checking for understanding during student activities, including both the individual close readings and the group work on the graphic organizer. The teacher will circulate, helping students when necessary and addressing any misconceptions that might occur. The teacher will be able to determine if students are properly analyzing the documents and can scaffold the class more if necessary. Immediate feedback will be given to individuals and groups.
Formative – Grading the quick-writes at the end of the lesson. The teacher will collect the students’ quick-writes and determine if students are able to defend the claims that they made during the historical investigation. This assessment also shows the teacher how well students are able to corroborate primary sources with their textbook. The teacher will provide feedback the next day and reteach if necessary.
Formative – Checking for understanding during student activities, including both the individual close readings and the group work on the graphic organizer. The teacher will circulate, helping students when necessary and addressing any misconceptions that might occur. The teacher will be able to determine if students are properly analyzing the documents and can scaffold the class more if necessary. Immediate feedback will be given to individuals and groups.
Formative – Grading the quick-writes at the end of the lesson. The teacher will collect the students’ quick-writes and determine if students are able to defend the claims that they made during the historical investigation. This assessment also shows the teacher how well students are able to corroborate primary sources with their textbook. The teacher will provide feedback the next day and reteach if necessary.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners and Striving Readers will be provided with translated versions of Documents A and B if necessary. They will be asked to read the original primary source first and then will be given the translation to read to help facilitate their understanding. All students will benefit from the use of thinking notes during their close reading and a graphic organizer to help them better understand the content of each primary source. All students will also benefit from strategic grouping during student activities. Students have the opportunity to work at all levels of interaction, including individually, in small groups, and as a whole class.
Resources (Books, Websites, Handouts, Materials)
https://www.youtube.com/watch?v=TcYivpmTYBM
Douglass, Frederick. Narrative of the life of Frederick Douglass (Boston: Anti-Slavery Office, 1845).
Grimké, Angelina. Appeal to the Christian women of the south ( New York: New York Anti-Slavery Society 1836).
Library of Congress Prints and Photographs Division http://hdl.loc.gov/loc.pnp/cph.3g04550
Thinking Notes Handout
Document Handout with Graphic Organizer
Douglass, Frederick. Narrative of the life of Frederick Douglass (Boston: Anti-Slavery Office, 1845).
Grimké, Angelina. Appeal to the Christian women of the south ( New York: New York Anti-Slavery Society 1836).
Library of Congress Prints and Photographs Division http://hdl.loc.gov/loc.pnp/cph.3g04550
Thinking Notes Handout
Document Handout with Graphic Organizer