Landmarks of American History and Culture: Workshops for School Teachers

AFRICAN AMERICANS AND THE CIVIL WAR

                        Grade: 11^th

Subject: American History                           Time Required: 3 Days

PREPLANNING QUESTIONS:

Content – Slavery and National Politics

Process – Through active participation students will develop study skills to aid in the acquisition of knowledge and the development of products that facilitate growth and an increase in information, facts and data.

Products - What will the students know and are able to do as a result of teaching this topic to demonstrate proficient knowledge of the information.

Students will be able to:

• Use online data-base to locate and use primary resources to learn more about individuals and past events in American history.
• have a better understanding of slavery
• understand why Lincoln issued the Emancipation Proclamation
• understand the purpose of the 54^th Massachusetts Regiment and the struggles it faced
• Research primary documents using Internet Access:

http://ilhpa.hpa.sate.il.us/alplm/simpleSrch.asp

http://ilhpa.hpa.state.il.us/alplm/SearchCat.asp

http://memory.loc.gov/ammem/collections/voices/

http://memory.loc.gov/ammem/amsshtml/amsshome.html

ILLINOIS LEARNING STANDARDS:

14A.J.2 Governments and majority rule/minority rights

14B.J.4 Political systems and protection of human rights

16D.l.3 Actions of different institutions before and after abolition

VOCABULARY

Contraband                

Militia Act

Antietam                    

54^th Massachusetts Regiment

Emancipation Proclamation

OBJECTIVES: students will be able to:

• Analyze why Lincoln decided to issue the Emancipation Proclamation and what it achieved.
• Assess the different roles that African Americans played in the Civil War
• Describe the daily life of slaves
• Analyze primary resources

ESSENTIAL QUESTIONS:

Why did Lincoln decide to change his official stand on slavery?

What were the effects of the Emancipation Proclamation?

How did African Americans respond to Union recruitment efforts after the Emancipation Proclamation?

KNOWLEDGE:

Anticipatory set: Listen to CD: Slave Narrative (Suzie Taylor)

Teaching Methodology: Analysis of visuals (overhead projector), Transparency of Slave life.

Note taking skill: transparency (Venn diagram – Chapter 11:2)

Reading Chapter 11:2

Lecture/Class Discussion of content Chapter 11:2 African Americans and the War.

Using primary resources – Internet Data-base

Introduction of Key terms

COMPREHENSION/GUIDED PRACTICE

Activities

Structured reading and note taking, Chapter 11 Section II

Students will take a field trip to Abraham Lincoln Presidential Library and Museum in Springfield, Illinois

Students will complete Lincoln Timeline Scavenger Hunt Questions using the Interactive Timeline at www.alplm.org/timeline.html

Students will complete Slave Life Analysis Questionnaire Worksheet

Students will research Slave Narratives:

Students will research Abraham Lincoln’s “Emancipation Proclamation”

FORMATIVE EVALUATION:

Daily Assessments – written and oral expressions

Quests for knowledge

Chapter 11: section 2 quiz

KWL chart

HOMEWORK:

Read Chapter 11 section II and take notes as you read

Students will write an essay (two pages) about the 54^th Massachusetts Regiment

MATERIALS, EQUIPMENT, AND SUPPLIES NEEDED:

Overhead Projector

Transparency – Chapter 11:2

Computer

Internet Access: http://ilhpa.hpa.sate.il.us/alplm/simpleSrch.asp

http://ilhpa.hpa.state.il.us/alplm/SearchCat.asp

http://memory.loc.gov/ammem/collections/voices/

http://memory.loc.gov/ammem/amsshtml/amsshome.html

CLOSURE:

Students will need to be assess formally through Chapter 11 section II quiz

Students will complete Venn diagram

Students will write a written reflection about what they learned in class form class discussion

Students will write an essay (one page) about what Emancipation meant to slaves.