|Name of Project: North American Slavery Through the Eyes of the Enslaved - Modern Students Assume the Roles of Slaves|
|Unit Author: Rob Curry 8th Grade teacher, Piedmont Middle School, San Jose, CA.|
Rationale: Students will develop a greater empathy for the ordeals of African and African American slaves and see the roots of racism, which may still exist in their own lives today.
Enduring Understanding: Students will better understand the connection between the past and the present and relate it to their own attitudes and actions, applied here to racism.
Major Goal(s) and Associated Standards.
· Students will better
appreciate the issues
of human bondage.
8.7 Students analyze the
divergent paths of the American people in the South
8.11 Students analyze the
character and lasting consequences of Reconstruction.
California History/Social Studies Content
California Content Standards 5.6.7.
Language Arts>Writing>Research and Technology California Content Standards
1.3 Use organizational features of
printed text (e.g.,
citations, end notes, bibliographic references) to
locate relevant information.
Language Arts>Writing California Content
Written Summative Composition
Additional Project Elements:
Technology will be integrated throughout this
will obtain much of their resources from the Internet
including those which
are woven into or linked from the project
website. Students will
develop presentations using Power Point which will be
displayed, some on
the Internet. The students will post their
product and self-assessment
on their e-portfolios.
|Target Population and Number of Participants
This project will be done with about 30 5th grade students.
This is an extended project, running through the first 6 months of the school year.
August/September: Starting with the August 1963 "March on Washington" and Martin Luther King, Jr.'s I Have A Dream Speech, students will be introduced to background information on the topic of racism and they will be challenged to learn the causes of the conditions that led up to the Civil Rights movement. Students will be given some background information in viewing the PBS video, Africans in America, and doing many of the lesson plans developed for the program. Also, during the Back-to-School night, I will explain the project to the student families and show a sample product.
October/November: As we study the Age of
Exploration and the
establishment of European colonies in the New World,
we will emphasize
the start of the slave trade.
December/January: Students will either (1)further develop the non-fiction presentation for their slave character or (2)create an embellished historical fiction narrative for the character based on the historical record (primary sources). They will finish the storyboard by mid-December. In January, they will create and revise (as needed) the Power Point Presentation.
February: The finished Power Point
Presentations will be done
with an oral report to the students and perhaps to the
larger school community.
Students will also upload the product to their
e-Portfolios and they will
each write a composition on what they learned by doing
This project requires students to work on a
collaborative team of
Accessability for All Learners
Lessons will include a variety of modalities to address the needs of all students. Images and drawings will include visual information. Journals will include written notes as students work through this project. Music and the recorded narrations of actual former slaves will address the needs of verbal learners. Power Point Presentations will incorporate many learning elements.
The project can easily be adapted to meet special needs students.
For English Language Learners in our school community, I have provided some tools to help bridge the language gap between school and student families. The main project page has links translating the project into Spanish and Chinese and it has online dictionaries for English-Vietnamese and English-Tagolog.
In order to get 4 classroom computers with the needed software (Microsoft Office 2000 or XP), MovieWorks and Adobe Flash, the budget needed would be $6,000.
· Proposed method of
getting funding for
this project (if needed) I will look into funding
sources, such as Smart
Valley, district funding, grants, etc. If no funds are
available. I will
do the project in a modified form, using the 25 minute
lab time the students
have every other week or the limited number of antique
Now starting his fifth year as a
fifth grade teacher
at Vinci Park and his 22nd anniversary as a teacher,
Rob Curry works hard
to cover all the required state standards in as
exciting ways as possible.
He is known for all the field trips his class goes on,
all of which are
directly related to the curriculum. Likewise, he uses
the internet and
video extensively to help students do research and
present their work.
Students will use the directions contained on the project web site.
· The Introduction orients
captures their interest.