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Table of Contents – Lesson Plans

Introduction Page 3

Slavery, Poetry & Memorials

Page 7

Ruby Bridges

Page 10

The Emancipation Proclamation in

Our Lives Today

Page 15

Dave the Potter

Page 19

The Language of the

Emancipation Proclamation

Page 24

Lesson plans and student activities have been developed in partnership with

Fairfield University Graduate School of Education ED545 class.

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Introduction

Promise of Freedom: The Emancipation Proclamation is an exhibition and programs that commemorate the 150th anniversary of the Emancipation Proclamation. The exhibition, on view from September 23, 2012 – February 24, 2013, explores the American ideals of freedom and equality and how these principles have been tested over time.

The exhibition offers a unique opportunity to view rare historical documents, including a copy of the Emancipation Proclamation signed by Abraham Lincoln, a copy of the 13th Amendment, rare slavery artifacts, prints and political cartoons that illuminate the public opinion of Lincoln in the 1860s, from an evil instigator to heroic savior. The exhibit explores the legacy of Lincoln’s Proclamation and how the boundaries of freedom continue to be debated today.

Educational Classroom Kit

A Classroom Kit is available for purchase for teachers in grades 5 and up and is designed for practical classroom use that teachers can utilize in their curriculum every year. For teachers who bring their classes to the exhibition, the materials reinforce and complement the Museum’s education programs that promote historical inquiry, cultural enrichment, literacy and critical thinking. The kits provide a variety of resources and reproduction primary sources, including:

A Curriculum Binder with Teacher Guides, lesson plans and student activities utilizing primary sources as a tool for historical inquiry, with all materials also on an accompanying CD for adapting easily to a variety of formats

Letter-sized Inquiry Cards featuring primary source reproductions (with accompanying lessons in the Curriculum Binder)

Multidisciplinary lesson plans have been developed in partnership with

graduate students/pre-service teachers at Fairfield University Graduate School of

Education and Allied Professions. These materials focus on socially responsible, inquiry-based curriculum units that develop content knowledge, inquiry tools, technological competence and social responsibility. The lesson plans address Connecticut social studies and language arts curriculum, as well as the national Common Core standards.

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Fairfield Museum Education Programs & Field Trips

Education programs for grades 5 and up utilize primary sources and hands-on activities

to promote cultural enrichment, literacy and critical thinking with topics on Slavery in

Connecticut, Lincoln’s Legacy, Civil War to Civil Rights and more. Programs address state of

Connecticut social studies and language arts curriculum.

Programs include:

Museum Visits: Class visits for 8th grade teams or 5th grade classes, up to 3-4 classes

with a rotation of activities including a Gallery Tour with Activity, hands-on workshops

and debates (full below)

Classroom Kit; Primary Sources, Lesson Plans, Teacher Guides and Reading Lists

Outreach Programs; classroom activities utilizing primary source materials

Professional Development

Slavery in Connecticut (Grades 3 and up)

What was slavery like in Connecticut?

Find out about the lives of slaves with historical

clues including petitions by slaves, runaway

advertisements, slave receipts and a eulogy by

Ms. Eliza Jennings, a young girl who wrote

about Primus Burr, a slave in 1828. Learn and

debate the slavery issue in Connecticut and

discover the difficult choices Lincoln faced

when he freed the slaves.

Also available as an Outreach Program at your school.

Lincoln’s Legacy (Grades 5 and up)

Abraham Lincoln is America’s Great Emancipator, but what was

the popular opinion in the 1860s? Drawing upon primary sources

including newspapers, political cartoons, paintings, monuments and

more, students analyze these images to infer meaning and to

distinguish between different points of view. Students learn to

understand one of our most important Presidents and how his

legacy has changed over time.

Also available as an Outreach Program at your school.

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A Picture of the 1860s (Grades 3 and up)

What was life like in the 1860s? View 19th century photographs

from the collections to get a glimpse of everyday life in

Connecticut before and during the Civil War. Original letters

from the time illuminate the experiences of women, children

and soldiers. Students will create their own daguerreotype case

based on 19th century featuring copies of original photographs.

From the Civil War to Civil Rights (Grades 6 and up)

How did the demands of the Civil Rights movement reflect

the challenges of racial equality after the Civil War?

In front of the Lincoln Memorial in Washington, DC, Martin

Luther King Jr.’s historic I Have a Dream speech invoked the

promises of America’s founding documents and specifically

the Emancipation Proclamation as a call to our nation's

capital to cash a check.

Using the Emancipation Proclamation as a starting point,

students analyze the effects of this document on the rights of

African Americans and their pursuit freedom, citizenship and

equality. What did the Proclamation achieve and how did it

instigate 100 years of Jim Crow? The EP and the following

amendments laid the groundwork as tools for the Civil Rights movement. Photographs by Bob

Adelman of demonstrations in the 1960s further illuminate the fight for freedom.

Contact: Christine Jewell, Director of Education

370 Beach Road, Fairfield, CT 06824 education@fairfieldhs.org 203-259-1598

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Promise of Freedom: The Emancipation Proclamation Education Programs Meet the Following Standards:

State of Connecticut Social Studies Curriculum Framework, September, 2011

Standard 1 - Content Knowledge: 1.1 – 1.2

Standard 2 - History/Social Studies Literacy Skills: 2.1 – 2.4

Standard 3 - Civic Engagement: 3.1 - 3.3

State of Connecticut English Language Arts Curriculum

Standard 1 - Reading & Responding: 1.1 – 1.4

Standard 2 - Exploring & Responding to Literature: 2.1, 2.4

Standard 3 - Communicating with Others: 3.1 – 3.2 Standard 4 - Applying English Language Conventions: 4.1 – 4.3

State of Connecticut Visual Arts

VACS 4: History & Cultures

VACS 6: Connections

Common Core State Standards

Reading Standards for Informational Text [RI]: 1. 2. 3. 7. 9.

Common Core Reading Standards: Foundational Skills [RF]: 4.

Common Core Writing Standards [W]: 1. 7. 9.

Common Core Speaking and Listening Standards [SL]: 1. 2. 3. 4.

Common Core Language Standards [L]: 1. 2. 3. 6.

Common Core Reading Standards for Literacy in History/Social Studies 6-12 [RH]: 1. 2. 3. 4. 5.

6.

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Slavery, Poetry, and Memorials

During this lesson, students will read and discuss Lucille Clifton’s poem at the cemetery. Students will view photographs of memorials to slaves such as the Emancipation Memorial in Washington, D.C. and the African American Slave Memorial at George Washington’s Mount Vernon home. Students will compare and contrast the memorials, identify important characteristics of a memorial, and design a memorial to the slaves at Walnut Grove Plantation.

Student Learning Objectives Assessment

Students will identify setting and problem in “at the cemetery” in group discussion

Teacher observation, student responses recorded on chart or smartboard

Students will view, compare and contrast, and identify characteristics of memorials in group discussion

Teacher observation, student responses recorded on chart or smartboard

Students will plan and design a memorial to slaves at “Walnut Grove Plantation”

Written plan and drawing of a memorial to slaves.

Students will explain the significance of their memorial design

Paragraph explaining the significance of memorial design

Learning Activities 1) Day One Initiation Ask students, “Where do poets get their inspiration to write? or What do poets write about?” Students may reply, “They write about their feelings, problems, or experiences”. Tell students that they will listen to and read a poem by Lucille Clifton, who wrote the poem “at the cemetery” in response to her experience of visiting a former plantation. Lesson Development Read aloud the poem “at the cemetery” by Lucille Clifton, or show a Youtube video of Clifton reading the poem (http://www.youtube.com/watch?v=v-Shv9sRGWw) “at the cemetery”. Reread, pausing at each stanza to discuss and interpret. Identify poem setting and problem. Record student questions or responses on chart or Smartboard.

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Read aloud and discuss Clifton’s interview with Bill Moyers, available through this link: http://www.walden.org/documents/file/Unit_VanVort.pdf Students will collaborate with a partner to brainstorm and list ways of honoring slaves at Walnut Grove. Closure Students will share ideas with classmates in class discussion. 2) Day Two Initiation Students will gather a circle in the meeting area. Each student will read 1-3 lines of the poem aloud. Ask students to remind classmates of the various ways they believe slaves could be memorialized at Walnut Grove. Lesson Development View photographs of slave memorials, such as: The African American Slave Memorial at George Washington’s Mount Vernon home (http://www.flickr.com/photos/jayheritagecenter/5218720121/) Emancipation Memorial in Washington D.C (http://www.dcmemorials.com/index_indiv0000222.htm). Students will compare and contrast and identify significance and characteristics of memorials. Ask students questions such as:

What do you notice about the slave’s posture in the Emancipation Memorial? Do you think this is an empowering memorial? Why or why not?

When do you think the memorial was added to Washington’s Mount Vernon property? How is it different than the Emancipation memorial? Do you like it? Why or why not?

Record student responses on chart or Smartboard. Ask students, “What are these memorials missing? What could we include in our memorials that would promote social justice, empower African American descendents of slaves, and honor slaves?”. Students will gather into pairs or small groups to plan their design a memorial for Walnut Grove Plantation. Students will decide which materials to work with, such as, 3-D materials (clay, wire, or paper mache), an art program on the computer, or

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draw/paint their memorial on poster board. Students will write a draft of the plaque that will explain their memorial. Closure Students will gather in the meeting area to share their plans with the group. Students may ask each other questions or provide feedback. 3) Day Three-Day Six Students will engage in the process of completing their projects. Students will “check-in” with the teacher throughout the process and receive feedback. Students will orally present their projects to the class upon completion. Projects will be saved for an “Emancipation Proclamation Museum” that will occur at the closure of the unit. At that time, students will set up projects completed throughout the unit around the room, and place question/comment sheets next to their projects. Extension Students can research and report on other existing slave memorials in the United States using a Webquest. Students can also study and report about memorials that exist in their town or in nearby communities. Students may also create a mural/map of Walnut Grove Plantation that displays the location of the memorial on the site. Individuals Needing Differentiated Instruction ELL students will be provided with suggested vocabulary words to use in the description of their memorial. ELL students might not be required to orally present. Gifted and talented students will participate in a self-selected extension activity that accompanies the required activity. Gifted and talented learners may create a Venn Diagram comparing and contrasting two selected slave memorials. Students with IEPs or struggling learners will have access to student notes that were recorded on the chart or smartboard. These students will also work with a helpful partner; the student may dictate responses to the partner, while the partner completes the writing tasks. Prompts may also be provided to the students to help structure and guide them as they plan the memorial. Partners will be selected based on student strengths. For example, students who struggle with writing may dictate sentences to a partner who is proficient in writing.

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Ruby Bridges

Students will be reading Ruby Bridges: Through my Eyes, a book about inequality and civil rights. Students will be aware of what is fair for all people and how justice evolved. Students will interpret Norman Rockwell’s picture of Ruby Bridge walking to school for the first time. Students will compare and contrast this picture to President Obama’s daughters first day of school. They will be writing a narrative story about a difficult time that they have had, making connections to their lives. Also students will be writing or drawing a picture of how they get to school and what it is like for them everyday. They will be comparing and contrasting these to Ruby’s experience and how it has changed. They will be thinking and writing critically about a moment for them that they felt uncomfortable. (Teacher may have to make up a situation for the students to explain how they would feel.)

Student Learning Objectives: Assessment

Students will identify Ruby Bridges’ dilemma as the first African-American child going to an integrated school.

Using a Venn Diagram/T-Chart, students will be comparing similarities and differences.

Students will use prior knowledge about inequality and segregation to relate to Ruby Bridges story.

Students will be comparing experiences and realizing how the United State has evolved to where it is today because of these actions.

Students will identify questions about inequality related to Ruby Bridges

Students will be able to realize the difficulties children had during this time period.

Students will relate the story of Ruby Bridges to something they overcame. Students will write/draw their experiences going to school and compare them Ruby’s.

Students will be able to connect Norman Rockwell’s picture to President Obama’s daughter’s walk to school.

Learning Activities 1) Day One Initiation Discuss inequality and definitions of inequality, racism, and equality (compare inequality and equality). Teacher will give students a brief overview of Ruby Bridges based on the book or using information from http://www.rubybridges.com/story.htm. Discuss Ruby’s courage and difficulty being young and overcoming a challenge during a time that many adults feared. Explain to students that Ruby was the first student going to a segregated school, and discuss what it was like for her at this time, not just at

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school but in the community. This will be relating it to the events that were going on during this time in the community to show the students the effect that Ruby had on society. Discuss in great detail the courage that Ruby had when she walked to school that day and the crowds of adults that were angry and did not agree with what she was doing. Development Read Ruby Bridges in small groups. Discuss the numerous obstacles Ruby overcame, stopping when students feel there was an important event. Show different examples of Ruby’s experience with segregation throughout the book. Closure Discuss how Ruby Bridges overcame her challenges of inequality. Allow students to turn and talk about her struggles of Ruby and use prior knowledge of other times when people were segregated and how they US overcame this. Remind students that Ruby is still alive today and that it wasn’t so long ago. Students will write in their journals about Ruby’s experiences on her first day of school and what life was like for her at this time. Student will fill out visual graphic organizer after reading to help them get a better understanding for the readings and enhance their comprehension skills. 2) Day Two Initiation Discuss the reading from the prior day and review definitions. Review segregation and how it has changed the world today, including the progression of civil rights. Relate this discussion back to Ruby Bridges; make sure students use evidence from the text to support their reasoning. Development Show students Norman Rockwell’s drawing of Ruby Bridges and interpret it based on the book they read. Ensure students notice the guards, the positioning of her body, and the food being thrown. Students should turn and talk about their feelings based on this drawing. Students should look deeper into what is going on in the picture, relating it to what they read on how Ruby Bridges felt the first day of school and the events leading up to this occasion. Closure Discuss how Ruby Bridge’s changed our lives today in small groups. 3) Day Three Initiation

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Review Ruby Bridges story. Teacher will place Norman Rockwell’s artwork on the board for the students to look at again. Development Place the picture of President Obama’s daughter’s first day of school next to the Norman Rockwell. Explain to student that this was President Obama’s daughters walk to school and allow the students to create a discussion on the differences. Students will compare Ruby Bridges first day of school to President Obama’s daughters’ first day of school. Present these pictures side by side for the students to compare and contrast each other. Make sure students are noticing that what Ruby did made a difference for us today and changed the nation. Closure Discuss the comparisons, students will think-pair-share their ideas. Allow students a few minutes to brainstorm about their ways to school. Let them draw or write in their journals what it is like for them to attend school. Discuss if they experience inequality or segregation? If so, ask students to discuss how we can make a difference like Ruby Bridge’s did to end this? Extension If students finish early they will be writing stories of how Ruby Bridges changed their lives today. They will also be writing if Ruby did not have the courage to do what she did what might the world be like today for children. Students will extend off the closure of the lesson by writing a letter to Congress about how they would be able to make a difference in the world today. This can be taken in many forms such as writing about women’s rights. Student can also take time to write a thank you letter to Ruby Bridges for what she has accomplished for our nation. If time allows, let students watch the Disney movie; The Ruby Bridges Story. Materials/Technology/Text Resources

http://www.rubybridges.com/story.htm

Ruby Bridges; through my eyes. (1999)

Norman Rockwell Ruby Bridges Picture; http://en.wikipedia.org/wiki/Ruby_Bridges

CNN, Presidents Obama’s daughters walk to school http://www.cnn.com/2009/POLITICS/01/05/obama.children.school/index.html?imw=Y&iref=mpstoryemail

Visualize Graphic Organizer (see reference) Individuals Needing Differentiated Instruction English Language Learners:

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Students will be allowed to draw their journal entries. They will also be paired with students who are able to engage with them. Students can use a graphic organizer created by the teacher with sentence starters. Students who are struggling: Students will be paired with other students who can ask open-ended questions. The teacher should be asking engaging questions as simple as Have you had a difficult situation you overcame? And how? Students can use a graphic organizer created by the teacher that will assist these students with their writing. Students can use the graphic organizer provided to go into greater detail about the questions. Students who are advanced: These students will be given the opportunity to work with other students engaging them and creating an atmosphere where they are leading the conversations. Students can create a graphic organizer for other students to use that include open ended questions about Ruby Bridges. Talk about teachers refusing to teach because a student was different. Allow students to discuss their feelings about this and what they would have done. Resources:

http://www.rubybridges.com/story.htm

Ruby Bridges; through my eyes. (1999)

Norman Rockwell Ruby Bridges Picture; http://en.wikipedia.org/wiki/Ruby_Bridges

CNN, Presidents Obama’s daughters walk to school http://www.cnn.com/2009/POLITICS/01/05/obama.children.school/index.html?imw=Y&iref=mpstoryemail

Visualize Graphic Organizer (see reference)

Disney's Ruby Bridges Movie (1998) Content Standards: See Standards Section for detailed information Common Core State Standards for Language Arts – RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. L.5.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. CT Social Studies Curriculum Framework – 1.2- Significant events in local and Connecticut history and their connections to United States history. 1.9- The rights and responsibilities of citizens. 19. Compare and contrast the rights and responsibilities of citizens under different forms of government throughout the world. 3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

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The Emancipation Proclamation in our Lives Today During this lesson, students will collaborate to make a class collage of how the E.P has shaped their lives and country today. Students will be required to each pick 8-10 images and type on computer why they picked each image and why it should be part of the class collage. Objectives Assessment

Students will use prior knowledge of the Emancipation Proclamation unit to identify its effects in their current society by clipping images from a magazine to add to a class collage.

Student is able to pick out relevant images from a magazine that depicts the effects of the Emancipation Proclamation

Students will type on computer why each image piece symbolizes the ramifications of the Emancipation Proclamation.

Student is able to recall civil rights events in their writing pieces.

Previous Preparation Ask each student to bring in one magazine from home. It can be any magazine as long as there are advertisements in it. The teacher should also ask staff in the building to donate any old magazines that they may have in their classroom or from home. Place the stack of journals at an area that the students will be able to access.

Learning Activities Initiation The teacher will begin the lesson by asking students to think how the world would be today if the Emancipation Proclamation was never written. The teacher will take a few minutes to listen to each of the students’ responses. Development The teacher will then tell the students that they will create one big collage to symbolize the ramifications of the Emancipation Proclamation in current society. The teacher will explain that underneath each image that will be placed on the collage will be a one-line blurb explaining the image’s meaning to society today. Additionally, students will each be required to around 7-10 images and write a more detailed write up in their writing journal as to why they picked each image and how this image would not exist if it was not for the Emancipation Proclamation. Explain to students that once the collage is

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completed, it will be placed on the bulletin board so that the whole school can view their collage at any time. The teacher will explain to the students to look for and cutout important images that deserve recognition and to not focus on just cutting people out. The teacher will pass out a magazine and sticky notes to students and ask them to take their time looking through the magazines. If they see something important, they can place a sticky note on the page and continue scanning the magazine. If they don’t find anything more in the magazine, they can go back to their saved image and rip out the page and exchange the magazine for another one until they have collected all of their images. Closure Once the students have all of their images, the teacher will take them to the computer lab and they will type up a paragraph for each image explaining why they think each image symbolizes the effects of the Emancipation Proclamation and why it should be added to the class collage. 2) Day Two Initiation Students will need to submit their completed responses to another student in the class for feedback. They will exchange with one another and their partners with constructive criticism. Students will be required to have their partner’s initials next to each paragraph proving that their responses were read by someone else. Once they have their feedback, they will make any necessary changes whether it is retyping their purpose or picking a different image to be placed on collage. The teacher will also circulate around the lab helping students with their responses. Development The first three students to complete their responses with approval will set up an area in the class for the poster board, strips of colored paper and glue. As students complete their final responses, they will need to hand in their typed copy to the teacher. They will then get strips of the colored paper to write a one-line blurb for each of their images. They will be required to paper clip each blurb to its respective image. The students will bring their completed blurb and image to the area with the poster board and submit them to the teacher who will look over each blurb for accuracy and content. The teacher will assign three students to work together to decide and design the layout of the collage and the blurbs. These students can work on it during any free time that

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they will have whether during recess or if they complete any other subject assignments early. They will glue all of the images and the blurbs to the poster board under the guidance of the teacher. They should leave room in the middle of the board to write in bold “We are the Emancipation Proclamation”. Once they have glued all the images and the blurb, the teacher will allow it time to dry and present to students at the end of the day or the next morning depending on time. Closure: Ask the students to think about the completion of the Emancipation Proclamation unit and how history is relevant in current society. Ask them to think of the current day injustices in the world and what can be done now to end them the same way the E. P was written to end slavery. Ask them to think of ways that they can help at their young age and that can be different from how our ancestors handled it. Extensions For homework, ask the students to pick a significant character (i.e. Abraham Lincoln, Martin Luther King, Ruby Bridges, Rosa Parks, Harriet Tubman or Eleanor Holmes Norton) who played a great role in civil rights history and to write a letter asking them any questions that they would have liked answered or what they would have done in their situation. (Ruby Bridges is still alive and if they would like to mail a letter to Ms. Bridges, then the teacher should encourage it). Materials/Technology/Text Resources

Magazines

Scissors

Glue

Poster board

Computers/Printer

Strips of colored paper

Markers

Sticky notes Individuals Needing Differentiated Instruction English Language Learners: Include accommodations for at least one ELL learner, one student needing enrichment, and one struggling student with an IEP or learning disability. Students who are struggling: For the struggling students, the teacher can work with them in helping them choose the images and they can be assigned fewer images to choose and type about then the rest of the class. They should also be given additional time to work on picking their images and can choose to write instead of type their responses, whichever they are stronger in.

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Students who are advanced: For the above level students and the students who tend to finish their work early, they can work on picking one big piece to write a more thorough paper on why it is relevant following the Emancipation Proclamation or they can pick more pieces from the magazines to include on the collage. They can also help the students who are having a little trouble deciding on which images to choose. Content Standards See Standards section for detailed information. CT Social Studies Curriculum Framework 2.2 – Interpret information from a variety of primary and secondary sources including maps, charts, images, etc. 2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues. Common Core State Standards for Language Arts W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) The Arts Curriculum Framework - Use ways of arranging visual characteristics and reflect upon what makes them

effective in conveying ideas - Consider, select from and apply a variety of sources for art content to

communicate intended meaning

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Dave the Potter: Artist, Poet, Slave Introduction Students will listen to Dave the Potter, view photographs of his pottery, and understand his process of craftsmanship. Students will use clay to create a pot on which they will inscribe a message that reflects their personal feelings about slavery. Students will share their pots in a “museum” which will display projects from the Emancipation Proclamation unit.

Objective Assessment

Students will review the various tasks and trades of slaves during the Emancipation Proclamation.

List of student responses on chart or Smartboard.

Students will view cover illustration and photographs of Dave’s pottery, make predictions, ask questions, listen to Dave the Potter, and discuss for comprehension.

Students will respond to story in their writing journals.

Students will identify pottery as a form of folk art and retell Dave’s process of creating pottery.

Record class’ retelling of pottery making on chart or Smartboard. Students will develop their plan for creating a piece of pottery with an inscription.

Students will reflect on the process of creating pottery and compare/contrast their experience to Dave’s.

Students will complete a Venn Diagram.

Learning Activities 1) Day One Initiation Ask students to pair/share, “What do you want to be when you grow up? How have you decided this?” Students may share their responses with the whole group. Ask students, “How would this question be different for a slave? Why?” Students may respond, “A slave was forced to work by slave owners. He or she did not have a choice.” Ask students to recall the various tasks and trades of slaves during the time of the Emancipation Proclamation. Record student responses on chart paper or Smartboard. Tell students that they will hear a story about a slave whose craftsmanship created valuable artifacts.

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Lesson Development Show students the cover of the book Dave the Potter and ask students to ask questions/make predictions about the story. Show students photographs of Dave’s pottery that still exists (www.usca.edu/aasc/davepotter.htm). Record student responses and questions. Discuss story during and after the reading. Ask questions such as:

What seems enjoyable/difficult about Dave’s work? Why? Was it more enjoyable or difficult? Why?

Why do you think he inscribed the jars?

How do you think Dave felt about his work? Why? Students will then respond to the reading in their journals. The following prompt may be used, “The story of Dave the Potter was meaningful to me because…” Closure Students will gather as a class and share their responses with a small group. After students share, ask students, “Did anyone have a similar response to yours? Did anyone’s response make you think differently?” For homework, students should write at least two ideas for inscriptions they could write about slavery on pottery. They must limit their inscriptions to two lines, such as in Dave’s work. 2) Day Two Initiation Define folk art and share information from: http://www.digitaltraditions.net/T_Resources/Dave_Pottery/Teacher_Bckgrnd.pdf Ask students, “How did slaves such as Dave contribute to this significant genre of art in American history?” Lesson Development Ask students to identify the illustrator of Dave the Potter and explain the significance of the Caldecott Medal. Tell students that they will review Dave the Potter by viewing only the illustrations. Instruct students to take notice of how the illustrator conveys Dave’s process of creating pottery and his emotions. View the illustrations, page by page, encouraging students to share their thoughts along the way. Students may notice the following, “Dave’s hands are covered in clay, He looks proud/focused/tired, The glaze machine looks like a lot of work.” Ask students to sit in a circle. Tell them that they will each tell one step in the sequence of Dave’s process. Tell them that they may only use one sentence to describe the step. For example, the first student may begin with, “Dave gathered the mud.” The second student may add, “Then Dave put it in a wheelbarrow.” After each student shares a

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step, he or she will write their sentence on the chart or Smartboard, and return to their seat. After the list is compiled, ask students:

How do words like spin, threw, pinched, and roll describe Dave’s process?

Is pottery made the same today? Why or why not?

Would you want to make pottery in the same way as Dave? Why or why not? Explain to students that they will develop a plan for creating a pot or jar with an inscription using Crayola Model Magic (any clay material may be used, however this type is easiest for students to write on) and markers. Ask students:

How do you think our process may be the same or different from Dave’s?

Why couldn’t Dave speak out about slavery in his inscriptions?

What could we inscribe on our pots/jars about slavery? Students will write their plans on a planning sheet (see sample). Upon completion of the planning sheet, students will form a jar or pot with Model Magic. Students should place their jar or pot on a piece of paper with their name on it and allow it to dry overnight. Students who complete their jars before closure will write a list or paragraph describing their process or experience with the activity. Closure Students will place the jars/pots around the room. Students will examine each other’s work, return to the meeting area and sit in a circle. Students may share compliments, ask one another questions about their creations, or tell the class what they look forward to doing with the pots when they are dry. 3) Day Three Initiation Review the class’ retell of Dave’s process. Ask students, “How was our process the same and different from Dave’s?” Record at least three student responses on a chart-sized Venn Diagram labeled with Dave, Both Dave and Me, Me. Students may determine the following similarities/differences, “Dave used a wheelbarrow to carry the mud. I carried mine in two hands. Dave did not go to school to learn to write his inscriptions. I go to school to learn to write. Both Dave and I feel proud of our work. Both Dave and I are artists.” Lesson Development Students will decorate and write their inscriptions on their dried pots/jars with markers. After they have decorated their pots/jars, students will complete an individual worksheet of the Venn Diagram labeled Dave, Both Dave and Me, Me.

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Closure Students will gather in the meeting area to share their responses from the Venn Diagram. The teacher will record student responses on the chart-sized Venn Diagram (this diagram can be displayed in the classroom for future student referral). Ask students, “What do you notice about our diagram? Are their more differences or similarities? Why?” Students will place their pottery and plan on their desk or in a designated classroom area. Students will examine each other’s work and return to the meeting area. Students will sit in a circle and have the opportunity to ask questions and give positive feedback on one another’s pottery. Students’ projects will be saved in the classroom until they display it in a culminating museum project. Extensions The teacher guide for Dave the Potter is available for download: www.digitaltraditions.net/html/D_Resources.cfm. This guide provides many extensions and ideas for expanding on this story. Students may explore the antebellum period and the craftwork of enslaved African Americans. This story also uses rich language to describe Dave’s craftsmanship. A lesson on vivid verbs such as “mounted, curled, and embraced” and colorful adjectives such as “immense, mounded, and smooth” can enhance student writing when planning the inscription on their pottery. The writer also used similes when describing Dave’s process; “like a magician pulling a rabbit out of a hat”, “the wheel spun as fast as a carnival’s wheel of fortune”. This is an opportunity for students to identify how similes are used in literature, and how similes can enhance their own writing. Individuals Needing Differentiated Instruction English Language Learners Provide a list of vocabulary words related to pottery such as spin, pinch, roll, and coils. This will be helpful to these students as they write their plans or descriptions of their pottery. ELL students may also work with a native English speaker to complete the Venn Diagram, rather than working independently. An individual copy of Dave the Potter can be provided for students to reread the text and associate words with pictures. Students who are struggling: These students may also benefit from an individual or shared copy of Dave the Potter. They can refer to the book when retelling Dave’s process or when completing the Venn Diagram. Students having difficulty developing an inscription can select two lines of poetry from an African American poet. These lines, along with the author’s name, can

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be provided for students. They may chose a set of lines from the list and inscribe it on their pottery along with the author’s name. Students who are advanced: These students may do further research on Dave, or other African American folk artists from before, during, and after the Emancipation Proclamation.

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The Language of the Emancipation Proclamation During this lesson, students will read the Emancipation Proclamation. They will reflect on why the style of language was chosen. They will also analyze a portion of the Emancipation Proclamation and restate it. Student Learning Objectives: Assessment

The students will be tasked into working in groups to decode and interpret the Emancipation Proclamation in modern language.

If the student is able to rewrite the E.P in a modern voice without making any false interpretations.

Suggested Learning Activities

1) Initiation The teacher will begin the lesson by asking the students what previous information they know about Abraham Lincoln (see suggested activities in Biographical Studies of

Abraham Lincoln). Ask the students share their responses, the teacher should document each answer on the white board. Ask the students to think about what life was like during Abraham Lincoln’s childhood. The teacher will then read a story to the students about Abraham Lincoln, Abe’s Honest Words by Doreen Rapport. Once the story is completed, have the students turn and talk with a partner for a few minutes to compare life in the 1800s compared to today. Ask the students to write their thoughts down. Resume the lesson by asking students to share their views and also ask them why they think certain elements are different today compared to back then. (Examples to look out for are: lack of technology, no transportation, television, radio, telephone, and women didn’t have equal rights). Development Discuss background information on the causes of the Civil War and the Emancipation Proclamation (see Teacher Appendix). Optional: Project a copy of the Emancipation Proclamation from the National Archives: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/

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Pass out copies of the transcript of the Emancipation Proclamation to the students (from Teacher Background Information, or use excerpts below). The teacher will ask them to look at the document for about two minutes and ask them to hold their questions. The teacher will ask the students if they notice anything about the document, such as word choice, style of language, style of text, etc. The teacher will read the first two paragraphs of the Emancipation Proclamation with the class. Explain how language was different in the 1800s compared to today and emphasize that Abraham Lincoln was a lawyer and he carefully used his style of words. Together, individually, or in groups the students will decode the texts into modern day language.

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Decode as following:

On September 22, 1862, a proclamation was issued by

President Lincoln of the United States, which states the

following:

As of January 1, 1863, all slaves who live in any of the states

that are fighting against the Union (South Carolina,

Mississippi, Florida, Alabama, Georgia, Louisiana, Texas,

Virginia, Arkansas, North Carolina, and Tennessee) will be

considered free and will remain free and the Executive

Government of the United States, as well as the military will

acknowledge and accept the freed slaves and will not behave

in any way to prevent the slaves from being free.

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Closure: Tell the students that they will work in groups to decode the rest of the document into modern day language. Divide the students into five groups and provide each group with a marker, dictionary and easel pad paper. The teacher will assign within each a group: a Recorder to write on the easel pad, a Messenger to ask the teacher any questions the group may have, an Announcer to read and share the groups written version, and a Translator to look up unfamiliar words in the dictionary. (The document has a total of 11 paragraph sections. The first two were used during the teacher demonstration with the class. Assign the following paragraphs to each group as such: Group 1- Paragraph 3, Group 2- Paragraphs 4, Group 3- Paragraph 5, Group 4- Paragraphs 6 & 7, and Group 5- Paragraphs 8, 9, 10, and 11) As the students work in their groups, the teacher will circulate around the room to each group to answer any questions and make sure the students are staying on task and are also contributing to their group. 2) Presentation Give the students a few minutes to meet with their group to go over any last minute ideas and prep for their presentation. Development Ask the groups to share their new written version. The Announcer, from each group, will read the group’s translation. Following each of the readings, ask the other groups their thoughts on the accuracy of the translations. Do this for all of the groups. Closure Ask the students to think about why the slaves in the Union were not freed or mentioned in the Emancipation Proclamation. Also ask the students to think about how the white citizens of the South and North, as well as the slaves from the North and the South responded to the Emancipation Proclamation as the news first broke. Extension 1. For homework, ask the students to answer the following questions: Do you think the Emancipation Proclamation was the best document written in United States History? Why or Why not? 2. Another extension would be showing students the document in the below link: http://www.whyguides.com/why-was-the-emancipation-proclamation-written.html

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Ask the students to read the three viewpoints and have them pick one view that they will write a persuasive piece on. Materials/Technology/Text Resources

Copies of the Emancipation Proclamation

Abe’s Honest Words by Doreen Rapport

Easel Pad Paper

Markers

Webster English Dictionary Individuals Needing Differentiated Instruction English Language Learners: Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners. Include accommodations for at least one ELL learner, one student needing enrichment, and one struggling student with an IEP or learning disability. Students who are stuggling: Place them in groups where there is a mixture of above level and grade level students. They will be tasked as the Recorder of the group and will also have a printout of the biography of Abraham Lincoln for their homework assignment. Students who are advanced: Ask them to think of ways that the E.P could have been written better to include all slaves. The teacher will ask them to rewrite the E.P about an issue that they feel passionate about. They will choose from the following topics: ending world hunger, ending war, free education for everyone, a bullying free world.

Resources:

Abe’s Honest Words by Doreen Rapport (2008)

Emancipation Proclamation by Abraham Lincoln: http://www.gettysburg.edu/dotAsset/269247.pdf

Why was the Emancipation Proclamation Written? : http://www.whyguides.com/why-was-the-emancipation-proclamation-written.html

Content Standards CT Social Studies Curriculum Framework – 1.1, 1.8, 2.4, 3.2 Common Core State Standards for Language Arts – RI.5.1. / RF.5.3. / W.5.4. / W.5.9. / SL.5.1. / L.5.2.