Last updated: August 9, 2022
Lesson Plan
Quest for Omitted History: Part 3
- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Literacy and Language Arts,Social Studies
- Lesson Duration:
- 90 Minutes
- State Standards:
- MA Curriculum Framework for English Language Arts and Literacy: Grade 7 Reading Standards for Informational Texts: 3, 6; Speaking and Listening: 4, 6
MA Curriculum Framework for History and Social Science: Grades 6–8 Reading Standards for Literacy: 2, 6
Essential Question
To what extent do the sources provide insight into what enslaved Americans may have aspired to, created, thought, and desired?
Objective
As a result of this lesson plan, students will…
1. Determine key information in historical texts.
2. Organize information in chronological order.
3. Infer the feelings of an historical figure at various stages in life.
4. Present their project using formal English.
5. Demonstrate proper form for presentations, including appropriate eye contact, volume, and pronunciation.
Background
After completing part 1 and 2 of "Quest for Omitted History," this assessment will gauge students’ ability in contextualizing the sources. Students must use what they learned to make inferences about an enslaved person.
Preparation
A review of the timeline created from parts 1 and 2 of the lesson and any other relevant materials should be done before beginning the final assessment.
Procedure
1. Review the list below of project options with students.
2. Students choose one to develop and present. If a student thinks of a project option that is not on the list, they can discuss with the teacher to gain approval.
2. Students complete the project assignment including all the aspects listed “a, b, c.”
3. Check in with student progress and encourage students to ask questions, share ideas with a teacher and/or peers as needed, and think of what extra assistance they may need in completing their project (IT, editing, art supplies, etc.).
3. Students should be sure their project is accurate and neatly presented.
4. In two to three minutes each, students present their projects. While watching and listening to the presentations, students fill out positive feedback messages.
5. Students send and receive positive feedback messages.
Project Choices:
1. Letter/Email: Write a letter or email of correspondence between Sabe and any other person from that time.
a. letter or email is at least 1 paragraph
b. information reflects the events and the feelings of the people
c. letter or email has a heading and closing (Dear, Hello, Sincerely, etc.)
2. Lyrics: Write a rap, song, or narrative poem that tells the events of Sabe’s life.
a. song or poem is at least 8 lines long, stanzas optional
b. lyrics include some rhyme and could include figurative language
c. song or poem includes specific references to events and occurrences
3. Diary: Write a diary or journal entry from Sabe’s perspective.
a. entry includes approximate date, and is at least 1 paragraph long
b. diary or journal includes events from the primary sources, may include other fictional/ researched events
c. diary or journal includes Sabe’s opinions and feelings
4. Interview: Write the conversation between a reporter and Sabe.
a. reporter briefly introduces Sabe
b. interview includes at least 10 questions
c. Sabe’s answers demonstrate his experiences and feelings
5. Biography: Write a mini biography of Sabe’s life.
a. biography is at least 2 paragraphs long
b. style should be formal nonfiction (like textbook)
c. writing should reference events from primary sources
6. Cartoon/Graphic Novel: In 8 frames or more, illustrate a scene or a combination of events from the life of Sabe.
a. label each event or scene that is illustrated (date and/or location)
b. make sure each person is clearly distinguishable
c. use narration, dialogue, and thought bubbles where appropriate
Vocabulary
A Note on Language: Over the course of American history the language used to describe Black people has changed and most likely will continue to change. In these materials we use Black and African American interchangeably. Be sure to discuss with students that some of the primary sources they will encounter in these lessons use outdated terms as well as racist and offensive language to describe Black people. We recommend developing a plan or guidelines with students to ensure a respectful, reflective classroom discussion.
Additional Resources
Author Recognition: The "Quest for Omitted History" lesson series was developed by Casey Silot, grade 7 teacher, English Language Arts, Thurgood Marshall Middle School, Lynn, Massachusetts.
Donor Recognition: This program was made possible by a grant from the National Park Foundation through the generous support of Union Pacific Railroad and donors across the country.
Partner Recognition: The National Park Service at Salem Maritime collaborated with The Hard History Project and local teachers to co-create lesson plans dealing with slavery and freedom. Thank you to the staff of The Phillips Library at the Peabody Essex Museum where most of the documents used in these lessons are preserved and made accessible.