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Lesson Plan
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\n\"American\n\n
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\nCurated OER\n
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\nAmerican Colonization Society Lesson Plan\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents read an article online \"Colonization and Emigration\" and break into debating groups. They research points that support their side, namely whether or not the American Colonization Society was for or against segregation. They...\n
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\n\"Denmark\n\n
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\nCurated OER\n
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\nDenmark Vesey's Rebellion\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars research the slave, Denmark Vesey, and create a dramatic play depicting his life.\n
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\n\"Mapping\n\n
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\nCurated OER\n
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\nMapping the Many Underground Railroads\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents determine the beginning and the end points of the enslaved person's journey to freedom, noting landmarks mentioned along the way such as cities, towns, rivers, mountains, and other geographic features.\n
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\n\"Fugitive\n\n
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\nCurated OER\n
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\nFugitive Slave Narratives\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars analyze the ways slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and the ending of the Atlantic slave trade.\n
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\n\"THE\n\n
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\nTHE GREAT DISMAL SWAMP\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nYoung scholars analyze how slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and slavery both prior and after the Civil War.\n
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\n\"SLAVE\n\n
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\nCurated OER\n
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\nSLAVE TRADING AND SMALL TOWNS\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research the ways slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and how the Atlantic slave trade finally ended.\n
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\n\"MANY\n\n
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\nCurated OER\n
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\nMANY REASONS TO LEAVE\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research different economic, cultural, and social characteristics of slavery after 1800, how slavery hindered the emergence of capitalist institutions and values, and slavery both prior to and after the Civil War.\n
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\n\"Images\n\n
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\nCurated OER\n
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\nImages of Slavery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers analyze the ways slavery shaped social and economic life in the South after 1800, methods of passive and active resistance to slavery; escaped slaves and the Underground Railroad, and the ending of the Atlantic slave trade.\n
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\n\"Whitewashing\n\n
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\nCurated OER\n
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\nWhitewashing Southern History\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents discuss the fact and fiction of slavery in the South. After viewing a video on two New Orleans plantations, they determine the accuracy of the facts presented. In the computer lab, they visit various sites and examine which ones...\n
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\n\"Three\n\n
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\nCurated OER\n
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\nThree Coffles Lesson Plan\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read about the slave trade in primary source documents. They discuss differences and commonalities in experiences. They write prose or poetry from the point of view of one of the figures from the reading and create a triptych.\n
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\n\"Unsung\n\n
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\nCurated OER\n
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\nUnsung Military Heroes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIn this lesson, high schoolers are introduced to the contributions made by African-American soldiers that have been excluded from traditional textbooks. To gain an appreciation for these unsung heroes, students engage in research to...\n
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\n\"Get\n\n
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\nCurated OER\n
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\nGet Your Mojo Workin': Part 1 Writing Your Very Own Blues Tune!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUpper graders listen to the blues. They discuss blues scale, read a description of the blues, and work together to write an original piece. A lesson like this ties into American history and African-American musical contributions very...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Transatlantic Slave Trade Lesson Plan\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars study former slave ports in the South.\n
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\n\"Differences\n\n
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\nCurated OER\n
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\nDifferences in Location Lesson Plan: Treatment of Early African Americans\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents reach The Domestic Slave Trade, then examine the differences between the people enslaved in North America as opposed to those in Brazil.\n
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\n\"Forest\n\n
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\nCurated OER\n
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\nForest Joe Lesson Plan: Outlaw or Hero?\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents become familiar with an American legend that is unfamiliar to many. Presented with the legend of Forest Joe, a runaway slave who, much like Robin Hood, stole from the rich to give to the poor, students draw comparisons and...\n
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\n\"African\n\n
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\nCurated OER\n
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\nAfrican American Emigration: Turner and McNeal\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents discuss reasons why African Americans may have wanted to emigrate from the United States followig the Civil War. They complete a Venn diagram noting the differences between proposals by Marcus Garvey and Henry McNeal Turner.\n
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\n\"Little\n\n
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\nCurated OER\n
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\nLittle America in Liberia\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers study the history of Liberia prior to and after the influx of immigrants of African Americans. They investigate the cultural differences between the African Americans and newly-arrived Liberians.\n
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\n\"Mixing\n\n
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\nCurated OER\n
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\nMixing Races in New Orleans\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents discuss the changes in the legal, social, and political status of African Americans and those of mixed ethnicity after reading the narrative, Haitian Immigration: Eighteenth and Nineteenth Centuries.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Deadly Equilibrium Lesson Plan\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents read a narrative \"The Domestic Slave Trade\" and answer questions about states' slave trading. They read another narrative \"Runaway Journey\" and answer questions about runaway slaves. They discuss the impact of the slave trade on...\n
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\n\"Coming\n\n
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\nCurated OER\n
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\nComing To America\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents investigate the history of America with the help of children's literature. The story is structured as a timeline that begins at the time of Columbus and progresses to the present. The teacher reads the story with the class and...\n
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\n\"Ellis\n\n
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\nCurated OER\n
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\nEllis Island: Gateway To America\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders study the immigration station on Ellis Island. Through several activities, they see that immigrants who arrived at Ellis Island came to America from different countries, mostly those in Europe, for a variety of reasons.\n
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\n\"Meet\n\n
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\nCurated OER\n
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\nMeet the Underground Railroad\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nLearners research and learn about the Underground Railroad. In this Underground Railroad lesson plan, students take 2 weeks to research an individual, complete journal writings, read passages in small groups, list major events, and more.\n
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\n\"Refugees\n\n
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\nCurated OER\n
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\nRefugees\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents investigate the affect of refugees have one their host country. They examine where refugees go and decide on things that might be affected by their influx such as medical care, moral issues, economic issues, and language barriers.\n
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration in the United States\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents examine the reasons why people leave their country to live in another. In groups, they use print and electronic resources to answer questions about where immigrants came from during different time periods and advice given to...\n
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