Odds and Ends New seating chart Salsa Verde Cooperative Skill of the Week Homework.

April 1, 2013Do Now: 1. Partners:Discuss the

picture: What do you see?What do you think it is a picture of?

DO NOW

Odds and EndsNew seating chart

Salsa Verde Cooperative Skill of the Week

Homework

Learning TargetsContent Targets:

I will predict distances traveled by slaves on slave ships

I will record goods traded across the Atlantic Ocean

I will read about the Middle Passage

I will interpret artwork with regard to slavery

Language Targets:

I will explain thoughts/feelings about slaves and slave ships

ISN: Essential Questions:

Was the Slave Trade more a function of a misunderstood perception of superiority of one people over another, or one of economics – money making?

What are the long-term effects of traumatic events?

Final Assessment - Homework

Slave Narrative – Writing a story from the perspective of a slave

Must be told in the first person

What is empathy?

The ability to understand and share the feelings of another

You will get checklists for each section as we complete them

How far is…?How long does it take to get there?Discuss in your team – write down responses

From here to downtown?

To Boulder?

To the border of Mexico?

To Los Angeles?

To New York?

How far are places?From here to downtown? 5 Miles

To Boulder? 23 Miles

To the border of Mexico? 720 Miles

To Los Angeles? 1000 Miles

To New York? 1800 Miles

World MapDraw a rough

outline in your notebook of landmasses on either side of the Atlantic Ocean

Label Continents and countries

Label Bristol, England; Charleston, South Carolina; and, Cote d'Ivoire (Ivory Coast), Africa

Connect each city with a line

Distances

How far did the ships travel from England to the Ivory Coast?

How far did the Africans travel from the Ivory Coast to Charleston?

How far did the trips have to travel to return to England?

World Map

Distances

How far did the ships travel from England to the Ivory Coast?

[Bristol, England to Ivory Coast – 2,997 miles/4823 kilometres]

How far did the Africans travel from the Ivory Coast to Charleston?

[Ivory Coast to Charleston, S.C. – 5,051 miles/8129 kilometres]

How far did the trips have to travel to return to England?

[Charleston, S.C. to Bristol, England – 3,978 miles/6402 kilometres]

Speed

Using the approximate average rate of speed of five miles traveled per hour, calculate how long it would take to travel to each place by ship

Bristol, England to Ivory Coast = 600 hours/4 weeks

Ivory Coast to Charleston, S.C. = 1,000 hours/6 weeks

Charleston, S.C. to Bristol, England = 800 hours/5 weeks

Record times on triangle line

April 2, 2013Do Now: 1. Partners:Discuss the

picture: What do you see?What do you think it is a picture of?

DO NOW

Odds and EndsNew seating chart

Salsa Verde Cooperative Skill of the Week

Homework


I will predict distances traveled by slaves on slave ships

I will record goods traded across the Atlantic Ocean

I will read about the Middle Passage

I will interpret artwork with regard to slavery

Language Targets:

I will explain thoughts/feelings about slaves and slave ships

ReviewHow far was it from Bristol, England to the Ivory

Coast? How long did it take to travel the distance by ship?

How far was it from the Ivory Coast to South Carolina? How long did it take to travel the distance by ship?

How far was it from South Carolina to Bristol, England? How long did it take to travel the distance by ship?

The Middle Passage by Tom Feelings

Read on your own Highlight important parts or things that stand out to you

Record thoughts and feelings in your notebook

What parts of the reading were particularly interesting or moving? Why?

Write 5 questions about the reading.

Choose 3 pictures to comment about, and write what you think or feel when they look at them

Tom Feelings: The Middle Passage

What parts of the reading were particularly interesting or moving? Why?


What were people’s questions about the reading


What pictures did you have comments or questions about?

Other questions for discussion

What do you think about what happened to Africans?

Did people not think what they were doing was wrong?

What do you think it would have been like?

Time, chained,

Why do you think it happened?

Racism? Money? Both?

Door of No Return

What do you think this picture is now?

This is the last thing an African would have seen before being placed on a slave ship

Summary

Explain what you learned about the Middle Passage today

April 4, 2012Do Now:

Everyone: Take out Middle

passage packet Leaders: What

is Triangle Trade? And, what is the

Middle Passage?

DO NOW

April 4, 2013DO NOW:

1. Everyone: Take out Middle Passage Packet

2. Partners: Show each other the most powerful image from The

Middle Passage by Tom Feelings. Why was that picture so powerful

to you?

DO NOW

Odds and EndsSalsa Verde Cooperative Skill of the Week

Homework due Friday Part 1 – Introduction Part 2 – From Africa to America: The Middle

Passage

Today’ ObjectivesContent:

Read primary sources about the experiences of slaves during the Middle Passage

Record goods traded across the Atlantic Ocean to understand how different continents demanded different goods

Language:

Identify and summarize specific information that can/will be used in the Slave Narrative Final Assessment

Essential Questions: Was the Slave Trade more a

function of a misunderstood perception of superiority of one people over another, or one of economics – money making?

What was it like to travel on a slave ship?

Review What were the conditions on a

slave ship according to The Middle Passage by Tom Feelings?

Draw map in your notebook and label

ISN: Write the goods traded from each continent

What words would you use to describe Africa today?

How did Africa become that way?

How can the Triangle Trade System tell us?

ISN:The Middle Passage - Primary Sources

What is the Middle Passage?

Read the Primary Sources about the Middle Passage

What details are given for what it was like to travel on a slave ship?

List in notes

Speculum OrisThe Middle Passage - Primary Sources

What does this picture tell us?

Homework 1: Part 1 and 2 of Slave Story

Go over checklist 1

Start planning and drafting Part 1 and 2 of you narrative


1. Everyone: Turn in or check in your homework with me

2. Partners: What do you know about auctions? What do they look and

sound like?

Odds and EndsSalsa Verde Cooperative Skill of the

Week

Homework


I will read a fictional account of a slave auction to better understand conditions in slavery

I will identify experiences of slaves

Language Targets:

I will discuss the experiences of slaves

The Slave AuctionUncle Tom’s Cabin by Harriet

Beecher Stowe

This book helped Northerners become more outraged by the horrors of slavery, and pushed the country closer to Civil War

When Harriet Beecher Stowe met Abraham Lincoln while the Civil War was going on, he commented to her, “So, you’re the little lady that started all this trouble.”

The Slave AuctionUncle Tom’s Cabin by Harriet Beecher

Stowe

Number Paragraphs (1-95)

During the Reading:

Circle words not sure of

Underline important details of the Auction House

Keep in mind you will write a detailed scene in your narrative

Summary What details of a slave warehouse can you use

in your narrative?


1. Everyone: Turn in your homework2. Everyone: Take out Uncle Tom’s

Cabin by Harriet Beecher Stowe3. Group Leaders: Why did the

auctioneer want Emmeline to have her hair curled? Why did her mother not

want her to?



Cabin by Harriet Beecher Stowe3. Partners: What was the most

surprising thing about slave auctions for you?


Week

Part 3: Slave Auction due Friday



I will examine advertisements for slave auctions

Language Targets:



Stowe

Questions for discussion:

Why did the auctioneer want Emmeline to have her hair curled? Why did her mother not want her to?

What happened to Tom and Emmeline before they were auctioned when they were lined up waiting?

What happened to Emmeline and her mother at the auction?


Stowe


What happened to Emmeline and her mother at the auction? Was that typical? How do you know?

What do you think will happen to Emmeline and Tom? What will their experiences as slaves be like with their new owner?

What happens to Tom when he is on the boat? Why do you think this happens?


Stowe


What do you think about the two men talking at the end when they say it is the nice slave owners that make it possible for the mean ones to exist?

What other ways might people be moved other than boat? Marched…

The Slave Auction: Summary

Uncle Tom’s Cabin by Harriet Beecher Stowe

After the Reading:

Write 2 questions you have about slave auctions

Write the 3 worst things you think happened at a slave auction

Write a summary paragraph of what you thought and felt hearing the descriptions of the auction house

QUIZ 2

QUIZ! - Answers1. c

2. b

3. c

4. b

5. a

6. d

7. c

8. b

QUIZ 2 Answers1. C

2. A

3. B

4. D

5. C

6. Men would buy them for sexual purposes

7. Answers vary

8. Answers vary

9. A quadroon means you are ¼ black and ¾ white



Cabin by Harriet Beecher Stowe3. Partners: What was the most

surprising thing about slave auctions for you?


Week




I will examine advertisements for slave auctions

Language Targets:


Today’s ObjectivesContent:

To consider perspectives and viewpoints of others

To analyze a past event

Language:

To write using proper sentence form and function from a different perspective


To use information learned about slaves and slavery in a historical non-fiction writing piece

Language:

To write/edit a writing piece for content and grammatical usage

DirectionsIf you have parts 1, 2, and 3 done:

You will conference with me on the writing and content of your narrative

If you do not have parts 1, 2, and 3 done:

You will be working silently to finish them


1. Everyone: Put away History Alive2. Partners: When a slave is sold

from one plantation to another, what does that mean for the slave and the

slave’s family?


Week



I will define what the cotton gin is as well as its affect on the cotton industry and slaves

I will define and discuss aspects the domestic slave market

I will examine primary sources about slavery

I will identify key aspects of slave life, such as living conditions and religious life, in images, primary sources, and secondary text

Language:

Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

ISN: Domestic Slave Trade

In 1807, Britain outlaws the African Slave Trade.

This severely reduces the amount of slaves taken out of Africa

The price for African slaves goes really high

What should slave buyers do?


Invention of the Cotton Gin – 1793A device that separated cotton from the

seed at least 10x faster than by hand

How would the invention of the cotton gin affect the cotton producing farmers?

What would happen to the price of cotton from America?

How are slaves affected?


Invention of the Cotton Gin – 1793A device that separated cotton from the

seed at least 10x faster than by hand

Dramatically decreased the production time of cotton

Cotton is cheaper from American farmers; Plantation owners can grow more cotton than ever before

The need for slaves sharply rises

Examine the following ad Write 5 words to describe what you see

Examine the following ad

How would you feel if this was your culture and history?

Summary: Domestic Slave Trade

When a slave is sold from one plantation to another, what does that mean for the slave and the slave’s family?

ISN: Preview

When a slave is sold from one plantation to another, what does that mean for the slave and the slaves family?

Preview1. What object do you

see?

2. What images and symbols does it contain?

3. What story do you think it shows?

4. How do you think the image relates to the Bible and to the experience of slavery?

PreviewThis square is from a

story quilt made in the 1880s by Harriet Powers, a woman who was enslaved for more than 20 years. Because slaves were given very few clothes and bed coverings, quilts became a necessary and integral part of slave life. Although it is likely that other slaves made story quilts like those of Harriet Powers, none have survived.

Listen to the song

Answer Song Analysis Questions

Preview 20 pg. 139Song Analysis Questions

1. What is the tone of the song?

2. What Bible story is told in the song?

3. How does the song relate to the images in the quilt square?

4. How might the song and the quilt square relate to the experience of slavery?

Quilt Square Song - Moses

Stories from the Bible gave African Americans hope despite their miserable conditions, and inspired slaves to fight for their freedom. Several aspects of the biblical story of Moses are referenced in the quilt square and the song. First, the quilt square shows slaves being led out of bondage. Like African Americans, the Jews in the Bible were enslaved for a period of time, and Moses led the Jews out of slavery. In the biblical story, Moses’ staff, which is also depicted in the Harriet Powers quilt, turns into a serpent. Likewise, in the song, slaves used references to the biblical river Jordan to represent escaping bondage and reaching the other side—freedom. Finally, the song’s references to Moses may also have been an allusion to Harriet Tubman, who led many slaves to freedom.


1. Everyone: Make sure you have a writing utensil!!

Do Now


1. Materials Managers: Get History Alive

2. Group Leaders: How did slaves give themselves a way to tell their

stories and histories?

Do Now



2. Everyone: Take out your notes for Chapter 20

Do Now`


Week

Homework for this week – Part 4


I will use primary source images of slavery and match them to a reading in the book

I will record key aspects of the life of slaves

Language:

I will research and collect information about slavery for my narrative

Partner ActivityUse the images to match to a section in the

book

Read that section

Complete the corresponding notes

Use your notebook to collect information for your storyWhat do we need to look for?

Part 4Part 5


1. Everyone: Turn in or check in the homework with me


3. Group Leaders: What does it mean to resist?

Do Now


Week

Homework for this week and next


I will use knowledge about slaves

I will create a quilt square about one aspect of slave life

Language:

I will use aspects of slave life and culture to write a narrative about the life of a slave

Part 5: Slave ResistanceIn what ways did slaves resist their slavery

Part 6: Conclusion

Quilt Block Squares1. Why were quilts important to

slaves?

2. How did they become part of their culture?How does anything become a part of

a culture?

How would you describe the design of this quilt spare?

Quilt Block SquaresLook through the section titles of

Chapter 20

Select a section that you want to represent in a quilt square

Sketch the square in your notebook

Creating Quilt BlocksLook at the examples of quilt block squares

Pass out Quilt Block Outlines

Choose a topic from their Reading Notes to use for their quilt block.

Cut out the two halves of a quilt block and tape them together.

Review the directions on the handout, and remind students that they are creating a story quilt that tells one part of the story of slave life.

Use the story quilt on page 268 of History Alive! The United States Through Industrialism and the image of a quilt block on page 269 as examples.


1. Everyone: Get History Alive2. Everyone: Take out your quilt

sketches from last class

Do Now


Week

Homework for this week and next


I will use knowledge about slaves

I will create a quilt square about one aspect of slave life

Language:

I will use aspects of slave life and culture to write a narrative about the life of a slave

Creating Quilt BlocksLook at the examples of quilt block squares

Pass out Quilt Block Outlines

Choose a topic from their Reading Notes to use for their quilt block.

Cut out the two halves of a quilt block and tape them together.

Review the directions on the handout, and remind students that they are creating a story quilt that tells one part of the story of slave life.

Use the story quilt on page 268 of History Alive! The United States Through Industrialism and the image of a quilt block on page 269 as examples.

Discussing/Presenting the Quilt

What were the most difficult aspects of slave life?

In what ways did slaves cope with their situation?

What did slaves accomplish in spite of the obstacles they faced?

Why do you think slavery lasted so long in America?

Partner Activityhttp://www.ted.com/talks/chimamanda_adich

ie_the_danger_of_a_single_story.html

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html


I will identify the legal status of slaves and free blacks in the North and South in the U.S.

I will define racism (overt actions/structural and institutional)

Language:

I will explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

History Alive page 26920.1 Introduction

What is racism?HA DefinitionOvert actions/beliefs: Words or actions that

are deemed racist by societyExamples

Structural: Racism imbedded in society itself, like govt, corporations, education public/private, and media outlets by the actions of those in power in societyExamples

How can we identify structural racism?

What will we learn about in this chapter?

Summary

What examples of structural or institutional racism can you identify in your own life? (on tv? In school? In movies? In the news? Etc…)



2. Group Leaders: Could anyone find an example of Structural Racism (the results of racism over time) after class

yesterday?

Do Now


Week

Homework for this week – Part 4


I will identify the legal status of slaves and free blacks in the North and South in the U.S.

I will define racism (overt actions/structural and institutional)

Language:

I will explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

History Alive page 27020.2 North and South, Slave and Free

Read in groups – answer questions using complete sentences

How were slaves defined by law?

How did this definition affect the lives of slaves?

What limitations were placed on free African Americans in the South?

What limitations were placed on free African Americans in the North?

History Alive page 27220.3 The Economics of Slavery


Why did non-slaveholding white southerners support slavery?

Why was it both good and bad for slaves when the price of slaves rose?

What is Slave Power?The economic and political power held by

those with slaves.

Slave PowerTot. Slaves in Lower South: 2,312,352

47% of total population

Tot. Slave in Upper South: 1,208,758 29% of total population

Tot. Slaves in Border States: 432,586 13% of total population

Students add up total number of slaves: 3,953,696 or 4 million in 1860

What percentage of people do you think owned slaves? And, what was the average number of slaves owned by each slave owner?

Slave PowerWhat percentage of people in the South

were slaves?Students get population totals

Lower: 3,537,899 Upper: 2,066,976 Border: 808,936 Total Pop: 14,413,811

Slaves were 28% of the population of the south

Slave PowerWhat percentage of people in the South

were slaves?

Less than one third of families owned slaves Of that 1/3:

12% owned more than 2038% owned less than 2050% owned fewer than 5

How many actual slave owners?4.83 million

Slave PowerThe Value of Slaves

Slaves had the greatest capital valueMore than the value of the land and implements or

tools

The Profitability of Slaves

The South had 60% of the wealth of the countryPer capita wealth in 1860 was 4,000 in the South and

2,000 in the North



2. Group Leaders: Have everyone open to their notes from yesterday –


2 Reasons

Do Now

Odds and EndsHomework for this week – Part 4

due Friday

Cog Railway field trip


Identify the legal status of slaves and free blacks in the North and South in the U.S.

Define the term slave power

Examine and discuss the economics of slavery

Analyze population statistics for slavery

Language: Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

ISN: Partner ActivityHistory Alive Pages 274-283

Today you will match quotations from slaves to images, read about an aspect of slave life, and complete the corresponding questions and notes

Of the eight quotations, five are from interviews with ex-slaves, conducted by journalists and writers as part of the Federal Writer’s Project, 1936–38, under the auspices of the Work Projects Administration [WPA]. The original transcriptions, written in dialect, preserve the distinctive flavor of the spoken word. The handout provides two versions of these, dialect and standard English, in order to make the passages accessible while still maintaining their authenticity.

Partner Activity - DirectionsHA pgs: 274-283

1. What do you see in the picture?

2. How does it match the quote?

3. What section matches the picture?

4. Write four key ideas from that section about the life of slaves.

5. Draw a quilt square to represent one idea from the section.



2. Group Leaders: What was one key idea from the section you read on

Friday? Don’t know? Look it up in your notebook!

Do Now


Week

Homework for this week – Part 4 due Friday




Define the term slave power

Examine and discuss the economics of slavery

Analyze population statistics for slavery

Language: Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

Team Activity – HA pgs: 274-283 Directions

1. Read your quotation and locate the placard that best matches it.

2. ISN: Answer: 1. What do you see in the picture?


3. Return to your tables and find the section in Chapter 20 that corresponds to the picture and quote.

4. ISN: Write the title of the section at the top of the notebook page

5. Read the section and (ISN) record 4 key ideas from the section

6. ISN: Draw a quilt block square to represent one key idea

7. When you are finished, raise your hand to get a new quote and repeat steps



2. Group Leaders: Have everyone get open their notebooks and the

textbook to Chapter 20

Do Now


Week





Language:

Explain how economic and social forces contributed to the survival and growth of slavery for nearly 250 years in the United States

Team Activity – HA pgs: 274-283 Directions

1. Read your quotation and locate the placard that best matches it.

2. ISN: Answer: 1. What do you see in the picture?


3. Return to your tables and find the section in Chapter 20 that corresponds to the picture and quote.

4. ISN: Write the title of the section at the top of the notebook page

5. Read the section and (ISN) record 4 key ideas from the section

6. ISN: Draw a quilt block square to represent one key idea

7. When you are finished, raise your hand to get a new quote and repeat steps



2. Group Leaders: What do you think was the hardest part about being a

slave? What was the greatest achievement of slave culture?

Do Now

Odds and EndsSchool survey




Identify key aspects of slave life and culture

Discuss how to use the aspects in slave narrative

Create a quilt square about one aspect of slave life

Language:

Use aspects of slave life and culture to write a narrative about the life of a slave

ISN: Going over key aspects

Sections – students write key aspects

This Week’s ObjectivesType your Slave Narrative

Review the returned checklists

Edit and add to your slave narrative

Your narrative is due Friday at the end of class

Get your NetbookSave the document as: your last

name.SlaveNarrative.doc

If you have the same last name as someone else, include your first initial or your entire first name

Once you finish typing the entire story Check the checklists Add to or add parts that are needed Run a spell and grammar check Fix all spelling and grammar errors Have a peer read the story and give you feedback

You can always have me read something as well


1. Take out all your parts from your slave narratives with the checklists

If you don’t have them, take out what you have or go get them

2. Get your netbook and get logged in3. Finish typing and editing your story

Get your NetbookSave the document as: your last

name.SlaveNarrative.doc

If you have the same last name as someone else, include your first initial or your entire first name

Once you finish typing the entire story Check the checklists Add to or add parts that are needed Run a spell and grammar check Fix all spelling and grammar errors Have a peer read the story and give you feedback

You can always have me read something as well


1. Take out all your parts from your slave narratives with the checklists

If you don’t have them, take out what you have or go get them

2. Get your netbook and get logged in3. Finish typing and editing your story4. Get out part 5 and 6 of the story, I

will check them inREMEMBER THE FINAL DRAFT OF

YOUR NARRATIVE IS DUE ON MONDAY!!!

Odds and Ends New seating chart Salsa Verde Cooperative Skill of the Week Homework.

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Transcript of Odds and Ends New seating chart Salsa Verde Cooperative Skill of the Week Homework.