Creative Response: System of Slavery
published on: 6/21/2004
Contributing Teacher(s): Jennifer Carollo
Subject Area:
Technology Use/WebQuests Grade Range: High School (9-12) Materials Needed: Computer with Internet access Introduction of and excerpts from "To Be a Slave" by Julius Lester Excerpts from the Autobiography of Frederick Douglass
Process Standards:
- Goal 1.4 use technological tools and other resources to locate, select and organize information
- Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Content Standards:
- Communication Arts 1. Speaking and writing standard English (including grammar, usage, punctuation, spelling, ...)
- Communication Arts 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
Time Allowance: 2 days plus time for reading and background teaching
Description: Creative response to slavery, a WebQuest. -- slave, differention
Classroom Component:
Options for Slavery Project-
Create a diary of a slave's story from being captured at home, details of the slave ship, experience at slave auction, and life as slave. You may choose the date and decide if emancipation is a relevant experience of the fictional slave you have created.
Choose specific portions of the literature or online resources to draw five relevant events or experiences a slave would have. Underneath the picture, provide a literature excerpt or quote underneath. These should be drawn yourself. You can bind these together in any way you choose.
Write and illustrate a 20 line poem expressing the feelings and thoughts of a slave in the early American historical era. Use imagery and vivid descriptions. Your illustration needs to be symbolic of the ideas in the poem. This should be on poster board and use large font.
Historical collage- use pictures to illustrate history. These pictures can be literal or symbolic or both.
Write a children's book about the institution of slavery. Remember your audience is children, so you must explain a complex system in a tactful and easy way. This should be 10-15 pages long with at least 5 illustrations that coordinate with the content. The book should look like a book and be bound together with a cover with title and a backing.Scoring GuideProject accurately met the requirements of length, style and format 5 Points Project was neat and showed time and effort, lacked typos and was visually stimulating 5 points Project showed depth of understanding and revealed historically accurate information 5 points Bibliography in MLA format for any applicable on-line sources used 5 points TOTAL 20 Points Resources-
"Untie His Hands" - by Frederick Douglass "From Africa to America - by Oloudah Equiano "Upon Being Brought from Africa to America" - by Phillis Wheatley "Frederick Douglass" - by Robert Hayden "Sympathy" and "We Wear the Mask" by Paul Laurence Dunbar Additional on-line resources listed at the end of lesson
On-Line Resources
Slaves narratives - Click on annotated index of narratives Plus pictures of the interviewed ex-slaves
http://xroads.virginia.edu/~HYPER/wpa/wpahome.html
Shorter excerpts - Click on search and type in slave narratives
http://lcweb2.loc.gov/ammem/wpaintro/wpahome.html
A compilation of additional sources
http://xroads.virginia.edu/~hyper/wpa/links.html
Four slave narratives
http://www.iath.virginia.edu/utc/abolitn/slavnarrhp.html
More......
http://docsouth.unc.edu/neh/neh.html
http://docsouth.unc.edu/
http://racerelations.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fmetalab.unc.edu%2Fdocsouth%2Fburton%2Fburton.html
40 acres and a mule
http://www.hartford-hwp.com/archives/45a/150.html
http://www.history.umd.edu/Freedmen/sfo15.htm
http://seattletimes.nwsource.com/html/nationworld/134429388_fortyacres01.html
http://www.thenorthstarnetwork.com/news/heritage/181575-1.htmlSupplemental Resources:
http://www.emints.org/ethemes/
For additional information contact :
Jennifer Carollo
Lafayette Sr. High
Rockwood R-VI
(636) 458-7200
EMAIL: LST05@rockwood.k12.mo.us
