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Freedom

By dminke99
Grade Level
3-5
private
LEARNING PLAN
Essential Question
  • Why would people keep enslaved people?
  • Were there "good" people who owned enslaved people? If they knew it was bad, why would they do it?
  • Why were the enslaved so important to the south?
  • Who kept those people captive?
  • How were enslaved people treated?
Texts
Visual

Elders

These images were published in a pro-slavery book in 1915. The author published images of formerly enslaved people who continued to live with their enslavers after the Civil War to argue that they were loyal to their enslavers.
by
Various
Grade Level
3-5 6-8 9-12
Subject
History
Topic
Slavery
Social Justice Domain
Justice
February 26, 2020
Teaching Strategies
Close and Critical Reading

Question-Answer Relationships (QAR)

QAR gives students practice questioning the text and identifying literal and inferential questions. Students learn to find different types of evidence and to rely on their own interpretation when doing close reading.
Grade Level
3-5
CCSS
RL.3-5.1, RI.3-5.1, RF.3-5.4
July 19, 2014
Close and Critical Reading

Think Aloud

Think Aloud requires readers to stop during their reading to think, reflect and discuss their process. Readers talk about skipping text, rereading, searching back in the text for information, questioning, clarifying, summarizing, making connections, reflecting, predicting and visualizing.
Grade Level
3-5
July 19, 2014
Student Tasks
Do Something

Community Mural / Poster Campaign

Students create a large-scale artistic depiction in a community space. As an alternative to the community mural, students can create a set of informational posters that reflect a diversity topic or social justice theme.
Grade Level
3-5
July 13, 2014
Plan Built By
dminke99

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