Lesson Plan

Freedom Versus Equality

A white teacher in 19th Century clothes in front of her African American students in front of their log cabin school
Grade Level:
Middle School: Sixth Grade through Eighth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
90 Minutes
State Standards:
North Carolina State Standards: 
8.H.3 Understand the factors that contribute to change and continuity in NC and the US. 
8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in NC and the US.
8.G.1 Understand the geographic
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. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. 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

What factors influence freedom and equality?

Objective

The student will be able to a) describe freedom vs equality, b) compare various groups access to freedom and equality, and c) understand the factors that contribute to change and community.

Background

The outbreak of the Civil War did not initially affect the people living on Roanoke Island. Isolated physically by water from the mainland and psychologically away from the mainstream of Southern society, the Outer Bankers continued on with their lives in a large measure oblivious to what was tearing apart the rest of the country. Initially, the Confederacy was able to have a number of its warships, blockade-runners, and privateers sally forth from the Outer Banks area. Vitally needed goods flowed into the Confederacy through the porous North Carolina coastline. Confederate forces also managed to capture several Union prizes before the strength of the Union Navy was brought to bear. These actions led to the Battle of Roanoke Island and the subsequent Union occupation in 1862. Roanoke Island became a haven for black families from throughout the region fleeing slavery. Their presence prompted the Union army to establish a Freedmen's Colony on the northern end of Roanoke Island.This colony, like others established by the Union army, gave the formerly enslaved their first tastes of independence and freedom. However, like other sites, it was short-lived and soon faded from the pages of history.

Preparation

Familiarize students with the story of the Freedmen's Colony and:

  1. Virtual classroom visit introducing Freedmen’s Colony on Roanoke Island. Visit https://www.nps.gov/fora
  2. Divide class into partners or groups of 3 and assign each group one standard of living. Each group will compare one standard of living for citizen/missionary, soldier, and colonist (use Group Research sheets).

Materials

Computers, links, comparison chart, and post questions

Download Materials Needed

Lesson Hook/Preview

Students will research colonial standards of living to compare freedom and equality then create videos or slides to describe what they learned.

Procedure

Suggested Procedure

  1. Warm up (10-15 min):
    1. What is freedom? What is equality?
      1. Have students define these terms in their own words then discuss with a partner or as a class.
    2. List five things that give you your freedom.
      1. Students should write this list down in a notebook to be referred to later in the lesson.
  2. Introduction (10 min): Introduce colony (Background)
  3. Optional Extension: Ranger meeting (30 min): Virtual classroom visit introducing Freedmen’s Colony on Roanoke Island. Visit https://www.nps.gov/fora
  4. Group Research (30-45 min): Divide class into partners or groups of 3 and assign each group one standard of living. Each group will compare one standard of living for citizen/missionary, soldier, and colonist (use Group Research sheets).
Group 1-Housing
Group 2-Clothing
Group 3-Access to Education
Group 4-Job Options
Group 5-Food Available
Group 6-Transportation
Group 7-Wages/Income
Group 8-Freedom of Movement
Group 9-Religious Freedom
Group 10- Own Land/Property
Group 11- Entertainment
Group 12- Belongings/ Possessions
  1. Slides/Videos (30-45 min): Groups will create a 1-2 minute video or slide show to present their findings to the class (See Rubrics).
  2. Presentations (30-45 min): Students fill out the chart as each group presents. (Use Comparison Chart)
  3. Post questions (20-30 min): Students answer post questions independently. Discuss answers as a class.
  4. Alternate: Each student could research, fill out the chart, and answer the questions independently then discuss as a class.

Vocabulary

Key Vocabulary: slavery, freedom, equality, colony

Assessment Materials

Group Research Project

Your group will research details about the standard of living you were assigned for each individual below. Fill out the information on this sheet, including websites. You will use this sheet to create a video or slide show to present to the class.

Group Research Name(s)__________________________________________________ Period____ Date_______Standard of living: __________________________________________________Directions: Your group will research details about the standard of living you were assigned for each individual below. Fill out the information on this sheet, including websites. You will use this sheet to create a video or slide show to present to the class.

Citizen / Missionary:
Union Soldier:
Colonist:
Websites:

Rubric/Answer Key

Group Research Project

A check list for slides and/or video programs.

Rubric for SlidesName(s)__________________________________________________ Period____
Date_______Create a slide presentation with 5-7 slides that answers your prompt.
1. Title slide with names and period ____ / 10 points
2. Sources/bibliography slide with at least 3 sources____ / 10 points
3. No grammar or spelling mistakes ____ / 10 points
4. Include a related picture or diagram on each slide____ / 20 points
5. Use bullet points with 5-10 words on each slide (no paragraphs)____ / 20 points
6. 5-7 slides that clearly answer prompt question in detail ____ / 20 points
7. Overall appearance (photos appropriate size, font easy to read, etc.) ____ / 10 points
Total                                                                         _________ / 100 points 

Rubric for VideoName(s)__________________________________________________ Period____
Date_______Create 1-2 minute video that answers your prompt.
1. Introduction with names, title of video and period ____ / 10 points
2. Sources/bibliography page with at least 3 sources (turned in separately) ___ / 10 points
3. Easy to understand (no mumbling, good sound quality) ____ / 10 points
4. Appropriate length (1-2 minutes) ____ / 20 points
5. Gives 5-10 details about topic ____ / 20 points
6. Clearly answer prompt question in detail ____ / 20 points
7. Overall ____ / 10 points
Total                                                                          _________ / 100 points

Enrichment Activities

Post Questions            Name____________________________________________________ Period____ Date_______

  1. Explain the challenges presented to Roanoke Island for the movement of people, goods, and ideas to Roanoke Island.
  2. From the chart, which were the top three indicators of equality during the civil war? Is it still the same today?
  3. Do you consider the colonist to be free? Do you consider them treated equally? Explain.
  4. Would you change your list of things that give you freedom? Explain.
  5. Why is it important to study multiple perspectives?
  6. Who has the responsibility to tell history from multiple perspectives?

Additional Resources

Additional ResourcesWebsites:

http:/www.roanokefreedmenscolony.com/ 
https://www.nps.gov/articles/the-freedmen-s-colony-on-roanoke-island.htm
https://www.nps.gov/articles/emancipation-and-the-quest-for-freedom.htm

 

Contact Information

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Tags: civil war emancipation freedom slavery abolition history democracy

Last updated: September 12, 2021