From Slavery to Freedom

(All original ideas)

Theme:     Slavery

        I chose the theme of slavery because I feel that it is very important for children to learn about the history of slavery. I want the students to realize what huge impact slavery had on the way we live today, and also to realize that slavery still goes on today, as we will read in the book, “Dream Freedom” by Sonia Levitin.

Books:      “Dream Freedom”

Other Resources:        In the back of the book “Dream Freedom” there are many different resources that can help out on research of the crisis in Sudan. There is everything from pamphlets, articles, websites, and videos.

Academic Standards:

6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

6.4.3 Write informational pieces of several paragraphs that:

• Engage the interest of the reader.
• State a clear purpose.
• Develop the topic with supporting details and precise language.
• Conclude with a detailed summary linked to the purpose of the composition.

6.2.3 Select tools, such as cameras and tape recorders, for capturing information.

6.3.1 Explain the components of most maps (title, scale, legend, grid, and projection). Compare different map types (topographic, thematic, etc.) and different map projections, and explain the appropriate use for each.

6.5.3 Understand and use larger units for measuring area by comparing acres and square miles to square yards and square kilometers to square meters.

6.5.1 Create a short piece or song to accompany a drama or reading, using a duple meter, at least ten to twelve measures long.

Goals:

1. The students will learn how slavery originated.
2. The students will learn about slavery in the United States during the Civil War.
3. The students will learn about the slavery that still exists in the country of Sudan.
4.  The students will learn about the geography and resources found in Sudan.
5. The students will show an understanding of what people held in slavery really go through.
6. The students will appreciate the courage and devotion that the Sudan people have to their way of life.
7. The students will appreciate the well written book, “Dream Freedom.”
8. The students will learn to work together in small groups.
9. The students will learn to work together in large groups.

10. The students will learn the value of helping others in need.

Activities:   I would like to start the focus unit on slavery off with the quote:

“Great opportunities to help others seldom come, but small ones surround us everyday.”
  Author: Sally Koch

I will refer back to this quote throughout the focus unit. We will see how the meaning of the quote changes throughout the lessons.

Ø      Teacher Read-Aloud- As the teacher I will assign certain readings for the students to do for homework from the book, “Dream Freedom.” The lexile level of the book says that it is for fourth graders, but I will be using if for my sixth grade classroom. I still feel as though the book may be a little confusing or it just may talk about things that are very deep and can cause an emotional reaction for the students. For this reason I will choose a passage from every assigned reading and I will reread it to the class. We will then have a grand discussion on how that affects us individually. (Linguistic)

Ø      Social Studies- The students will do research in groups about the origination of slavery, slavery in the United States, and slavery around the world today. We will do background information in class about each of these areas. The book “Dream Freedom” is about slavery going on in the world today, especially in Sudan. After I teach the students about each of these areas the class will split up into groups and each group will pick an issue with slavery or an event that they feel is important. I will help them if they are having trouble coming up with ideas. Each group will present their ideas to me for approval, and then they will present their information to the class using PowerPoint. (Interpersonal and Visual Spatial)

Ø      Science- Science will be explored through technology for the group presentations using PowerPoint. Technology will also be used during the documentary movie.  (Intrapersonal)

Ø      PE/Movement- As a class we will make an obstacle course of the Underground Railroad. The obstacles will be of the situations that the slaves ran into while traveling the Underground Railroad. (Bodily-Kinesthetic)

Ø      Math- The students will be working on some type of fundraiser to help the people in Sudan. They will need to come up with their project. The students will be given a budget to buy materials that they may need to kick off their project. How much in quantity they will need whether it is money, food, clothes, etc. The students will need to figure out how to advertise their project and how they will spend their budget. (Logical Mathematical)

Ø      Music- While the slaves followed the Underground Railroad they knew where to go because of a song called Following the Drinking Gourd. The students will make up a song about their own obstacle course through the Underground Railroad. The song will give directions in code on how to travel safely. (Musical)

Ø      Art – The students will draw a map of Sudan. They will need to come up with a key for all of the resources that can be found in Sudan. The map must also show the different geological sites in Sudan. (Visual-Spatial)

Ø      Student Reading- The students will read the story “Dream Freedom.” The story is about a class in the Midwest who learns about the slavery that is going on in Sudan. The class wishes to help the slaves. This book is based on real life events. I feel as though the students should experience what really goes on in the world. When I was in school the curriculum always sugar coated and what really happened in history (especially if it didn’t look good for the U.S.). So I think that to get the whole story you must hear it from people who actually experienced it. That is why the students are reading this story. (Linguistic)

Ø      Oral Language- The group presentations about slavery will require all of the students to use oral language in front of the class. (Linguistic)

Ø      Written Language- The students will write a paper that compares and contrasts slavery at the time of the civil war compared to the slavery that is happening in Sudan presently. They will also write about the ways available to help the slaves in Sudan that couldn’t have been done in the civil war times. The papers should be 2-3 pages long double spaced. (Linguistic)

Ø      Culminating Activity- The class will take the book “Dream Freedom” and they will choose a character and a passage from the book. We will have a video recorder and the students will make their own dialogue of their character and they will pretend to be that character. I will video tape all of the students and their reenactment of their character and then in the end we will have a documentary video. Previous to this activity the students will have to study the language of the people. The characters must me as realistic as possible. We will have a class party celebrating all that we have learned, and we will watch our documentary. If possible maybe this could be something that grades 4-6 could watch too. (Intrapersonal)

Time Schedule:

Grouping: While working with the book “Dream Freedom” I will have students work a lot with each other. When the class does their own research on slavery they will be paired in groups of four.  The way that I will pair them would be to pass around a clip board with the options of the origination of slavery, slavery during the civil war, and present day slavery in Sudan. The students will write their names down under which subject they would like to research. From there I will pick the individual groups. When we do the fundraiser project I will pick the students who will perform certain jobs. The students will be picked by their area of expertise.  

Bloom’s Taxonomy Questions:

1. Who were the main characters in the story “Dream Freedom?” How would you describe the main characters?

2. How would you compare and contrast slavery during the Civil War and slavery in Sudan?

3. What approach would you use to help the slave victims in Sudan?

4. Why do you think that the crisis in Sudan is largely ignored internationally?

5. Create a song that will help the students get through the obstacle course that is a model of the Underground Railroad.

6. What is your opinion of the story “Dream Freedom” and the way the other takes a real life event and turns it into a fictional story?

Checklist

ü      Reading assignments

ü      Group projects

ü      Group presentation

ü      Map of Sudan

ü      Fundraiser

ü      Obstacle course

ü      Song

ü      Paper

ü      Documentary

ü     PARTY!!!!

Brandy Elliott

Education 340

April 25, 2005