Lesson Plan

Lesson 2 - HOPE

CD box containing music. Picture from Stephen Marc’s book Passage on the Underground Railroad.
Grade Level:
High School: Ninth Grade through Twelfth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
90 Minutes
Common Core Standards:
6-8.RH.1, 6-8.RH.2, 9-10.RH.1, 9-10.RH.2, 9-10.RH.3, 9-10.RH.4, 9-10.RH.10, 6-8.RST.10, 8.W.3.a, 8.W.3.b, 8.W.3.c, 8.W.3.d, 8.W.3.e, 9-10.W.3, 9-10.W.3.a, 9-10.W.3.b, 9-10.W.3.c, 9-10.W.3.d, 9-10.W.3.e
Additional Standards:
National Council for the Social Studies
I: Culture
V. Individuals, Groups, & Institutions
Thinking Skills:
Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.

Essential Question

How did enslaved persons hold onto hope in the face of bondage?
What can we learn from their experience about maintaining hope in the face of adversity?

Objective

Learn the facts of day to day existence under the slavery system, including separation of families, physical punishment, and work routines.

Become familiar with slave narratives and the music of enslaved people as PRIMARY SOURCES.

Create a series of journal entries that accurately communicate facts of American slavery

Consider the ethical questions surrounding bondage

Background

This is the second set of lessons in a multi lesson unit. It focuses on the idea of HOPE under OPPRESSION.

In this unit students journal in the first person as if they are passing through the experience of Enslavement-Resistance-Escape/Emancipation. It is based on the two-cd set Freedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad, available from the New Orleans Jazz National Historical Park, 916 North Peters Street, New Orleans, La, 70116. www.nps.gov/jazz

The Unit uses freely available documents that are in the public domain, as well as musical selections from Freedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad. If a document is used it is found on a separate page along with a link to the source.

Please be sure to share the source with students.

MATERIALS NEEDED 

  • Two-cd set Freedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad
  • A journal of the teacher’s choice, such as a composition book or a blogging site.
  • Lyrics to selected songs (provided here).
  • Some means of playing an audio cd.
  • Copies for students of various public domain readings.

Preparation

LESSON 3: HOPE-FREEING THE SPIRIT

  • Students will explore the ways enslaved persons held onto hope even in the face of oppression and a seemingly hopeless situation.

  • By hearing the cd selections, students will become familiar with the sources of strength that enslaved persons tapped into in order to physically, mentally, and spiritually survive slavery.

  • Class discussion is then followed by a journaling assignment.

SONGS USED: Highlighted songs have activities. Other songs could be played to increase understanding.

  • D1, #1 Freedom is coming
  • D1, #2 I Want Jesus to Walk with me (hope)
  • D1 #6 GO DOWN MOSES (hope)
  • D1, #7: SWING LOW SWEET CHARIOT (ALSO USEFUL FOR ESCAPE)
  • D1, #12 IN THE WATER (hope)
  • D1, #14 WE SHALL OVERCOME (hope)
  • D2, #11 WALK TOGETHER CHILDREN (hope, also escape)
  • D2, #12 GET ON BOARD, LITTLE CHILDREN (hope, also escape)
  • D2, #16 IT’S COOL DOWN HERE AT THE RIVER JORDAN (hope)
  • D2, #18 ROLL, JORDAN ROLL

Materials

These are the lyrics for the four songs featured in the lesson. The full lyrics are found on the attached file and may be used as a handout.

Download Song Lyrics for Lesson 2

Below are instructions for the student journaling assignment. The attached document is a handout for them that includes the rubric.

Download Student Handout for Hope Journal

Lesson Hook/Preview

  1. Teacher should choose one or two songs that are most likely to interest the students, and play those as the students enter the class.

  2. When class is settled, have a short discussion about the songs. 

  • What were their reactions?
  • What was the song about?
  • In what era did the songs originate?
  • What facts or emotions did the songs communicate?

  1. Ask students to think of a time when they faced a difficult situation. In what way did they hold onto hope that things would get better? Encourage students to share their experiences, but do not pressure them to do so.

Procedure


STEP 1

Play the cd selections. You may wish to project or hand out the provided transcription of the lyrics (provided elsewhere on the site) , or they could be held until after playing the selections to ensure closer listening.

You may wish to play all selections, or if students have shorter attention spans, play them one at a time with a short discussion after playing each.

 
  • D1, #2 I WANT JESUS TO WALK WITH ME
  • D 1 #6 GO DOWN MOSES 
  • D2 #12 GET ON BOARD, LITTLE CHILDREN
  • D2, #16 IT’S COOL DOWN HERE AT THE RIVER JORDAN

STEP 2:

DISCUSSION OF SONGS

Project or distribute lyrics of the two selections.

Ask the students the following reflection question. Give them a few minutes to jot down responses.

Based on the songs, and referring to the lyrics, what reasons do the enslaved people seem to believe they have for holding onto hope in the face of such a tightly controlled system as American slavery?

 

If needed, guide the discussion in certain directions by asking or posting questions about the meaning of the lyrics. Depending on the age and sophistication of the class, the prompts may need to be simplified or deepened.

  • In general what sources of strength do the slaves seem to draw upon?

Religion, Spirituality, God

  • To what “Pilgrim Journey” do you think the singer in “I Want Jesus to Walk with Me” is referring?

A spiritual journey of faith. A physical journey of escape

  • Specifically, what heartaches, sufferings, and burdens do you think face the singer?
Sale of self. Sale or other loss of family members, Whippings, Poor food, Oppressive labor
 
  • What help do you think the singer actually expects from Jesus or God?
To give physical strength to withstand the sufferings. To spare the singer from some of the trials. To influence the master to act in a kind manner.
 

STEP 3:

JOURNALING ASSIGNMENT HOPE 

Below you see instructions to the students. This is found on the site as a full student handout that includes the grading rubric.

  • Imagine that you have lived through experiences and had the feelings communicated in the songs I Want Jesus to Walk with Me, Go Down Moses, Get on Board Little Children, and Its Cool down Here At the River Jordan. 

  • Write an entry as if you are communicating experiences such as those. Do not attempt to write in “accent” as was done in the narratives that you have read. Instead, imagine that after slavery you were able to get a formal education and to write as a student of your caliber is capable of writing. 

  • Write an entry of the length determines by your teacher. You should describe at least THREE such experiences/feelings. Be sure to explain your feelings in some depth. Remember, you are an enslaved person facing a terrible existence, yet somehow you have held onto hope. How have you done it?

 

PAY ATTENTION TO THE GRADING RUBRIC AS YOU WRITE. 

1 2 3 4 5 Entry properly communicated at least three experiences/feelings 

1 2 3 4 5 The experiences were realistic and were related to the general subject of the songs/narratives. 1 2 3 4 5 The entries were of sufficient complexity and length to communicate an accurate depiction of American slavery. 

1 2 3 4 5 The entries showed a proper understanding of the hope slaves held onto as related by the songs/narratives. 

1 2 3 4 5 The entries had a minimum of grammatical and spelling errors. 

Total points ______ times 4 = final grade of __________

Vocabulary

  • Hope: A desire accompanied by an expectation that the desire outcome will be obtained.

  • Slave Narrative: A true story told by an enslaved or formerly enslaved person about slavery.

  • Slave: A person held as property by another, and generally required to work without wages.

  • Slavery: The practice of holding persons as slaves.

  • Bondage: The condition of being held by another, as in slavery.

  • Oppression: The unjust of cruel exercise of authority.

  • Emancipation: The act of being freed, of being given one’s liberty.

  • Spiritual: A song, often of African American origin, that expresses religious experiences.

  • Underground Railroad: A secret, loosely organized group of persons opposed to slavery who aided slaves to escape.

Assessment Materials

JOURNALING ASSIGNMENT: HOPE

Imagine that you have lived through experiences and had the feelings
communicated in the songs I Want Jesus to Walk with Me, Go Down Moses, Get
on Board Little Children, and Its Cool down Here At the River Jordan.

Imagine that you have lived through experiences and had the feelings communicated in the songs I Want Jesus to Walk with Me, Go Down Moses, Get on Board Little Children, and Its Cool down Here At the River Jordan. 

  • Write an entry as if you are communicating experiences such as those.

Do not attempt to write in “accent” as was done in the narratives that you have read. Instead, imagine that after slavery you were able to get a formal education and to write as a student of your caliber is capable of writing.

  • Write an entry of the length determines by your teacher.

  • You should describe at least THREE such experiences/feelings.

    Be sure to explain your feelings in some depth. Remember, you are an enslaved person facing a terrible existence, yet somehow you have held onto hope. How have you done it?

 PAY ATTENTION TO THE GRADING RUBRIC AS YOU WRITE.

1 2 3 4 5 Entry properly communicated at least three experiences/feelings

1 2 3 4 5 The experiences were realistic and were related to the general

subject of the songs/narratives.

1 2 3 4 5 The entries were of sufficient complexity and length to

communicate an accurate depiction of American slavery.

1 2 3 4 5 The entries showed a proper understanding of the hope slaves

held onto as related by the songs/narratives.

1 2 3 4 5 The entries had a minimum had a minimum of grammatical

and spelling errors.

Total points ______ times 4 = final grade of __________

ASSESSMENT-JOURNALING HOPE

Download Assessment

Rubric/Answer Key


1 2 3 4 5 Entry properly communicated at least three experiences/feelings 

1 2 3 4 5 The experiences were realistic and were related to the general subject of the songs/narratives. 

1 2 3 4 5 The entries were of sufficient complexity and length to communicate an accurate depiction of American slavery. 

1 2 3 4 5 The entries showed a proper understanding of the hope slaves held onto as related by the songs/narratives. 

1 2 3 4 5 The entries had a minimum of grammatical and spelling errors. 

Total points ______ times 4 = final grade of __________

Supports for Struggling Learners

SUPPORT FOR STRUGGLING LEARNERS

  • Reading assignment is fairly simple, and students hear the lyrics in the songs and discuss them as a class. This should deal with many learning challenges. If additional challenges arise the learner could be placed in a group to aid in understanding.

  • Project lyrics reading on the board, if possible with a smartboard. While discussing the lyrics underline and highlight lyrics that students mention.

  • Students with difficulty in reading can be given the alternative assessment as seen below.


ALTERNATIVE ASSESSMENT

Draw a picture that illustrates one of the songs. Pay attention to this rubric as you
do so.

1 2 3 4 5 The drawing illustrated three aspects of the songs 

1 2 3 4 5 The drawing used all available space on the sheet.

1 2 3 4 5 The drawing was of sufficient complexity and length to communicate an accurate depiction of American slavery. 

1 2 3 4 5 The drawing showed a proper understanding of the hope slaves held onto as related by the songs/narratives. 

1 2 3 4 5 The drawing showed effort and concentration. 

Total points ______ times 4 = final grade of __________

Enrichment Activities

Lessons 3 and 4 are enrichment activities and include additional resources.

Contact Information

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Tags: slavery slave narratives bondage underground railroad escape journaling primary sources slave spirituals music abolition

Last updated: July 22, 2019