Carol Sutton

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Introduction

 As part of the eighth grade U.S. history unit on the Civil War, students are asked to take a closer look at the leaders in the abolitionist movement.  They are to consider a literary definition of the classic hero, and apply critical thinking skills of analysis, comparison-contrast, and evaluation, in order to choose the abolitionist they think is most heroic, based on the ideals set forth in the Declaration of Independence.

This assignment connects to the earlier study of the Colonial Period and Declaration of Independence and  launches the eighth grade study of the Civil War.  Ideally this assignment is given in a literature-history core class and follows a literature unit in which the classic hero is studied, e.g., mythological heroes.  Basic writing strategies and instruction in oral presentation will enhance written and dramatic presentations.

  Subject:                 Civil War

   Topic:                     The Abolitionists

   Grade Level:          Eighth Grade

   Student Lesson:   Heroic Abolitionist Leaders
 

   Content standards and instructional practices comply with curricular and
    instructional standards of the California State Department of Education:

   Grade Eight United States History and Geography Standards.

Standard 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

   Grade Eight Curricular and Instructional Profile Standards.

Standard 1.0: Writing Strategies  and Standard 2.0: Writing Applications (Genres and Their Characteristics)

Standard 1.0 Listening and Speaking Strategies and Standard
2.0 Speaking Applications (2.3--Deliver research presentations).

1.  Students will apply characteristics of classical literary heroes to historical figures.

2.  Students will be able to name at least four significant leaders in the abolitionist
      movement and describe their significant characteristics and achievements.

3.  Students will relate goals/achievements of the abolitionists to the Colonial
     Era/Revolutionary War period, specifically ideals of the Declaration of Independence.

4. Students  will use the writing process in a persuasive essay about their choice of the
  most heroic leader in the abolitionist movement.

5.  Students will present a short dramatic skit or monologue that reflects their research.
 

Student Activities
 

1.  Students will complete the Anticipation Guide.
 
 

1.    Students will read the designated sections in the history book, read supplemental
materials, and research biographical information on the internet to learn more about
leaders in the abolitionist movement: John Brown of the armed resistance, and
African-American abolitionists: William Lloyd Garrison,  Harriet Tubman of the Underground Railroad, Frederick Douglass, and others.

2.  Students will review characteristics of the classic hero.

3.  Students will participate in the large-group Brainstorm-to-Define  activity in order to
create a definition of the abolitionist hero/heroine.

4.  Students will use the Comparison Chart to establish similar data in order to compare the abolitionists.  Abolitionist groups may be used if class decides that a group may be
defined as "heroic."
 
 

1.  Students will use their research, brainstorming, and organizational charts to determine their choice of hero/heroine.

2.  Students will write an analysis/evaluation essay "The Greatest Abolitionist Hero/Heroine"

3.  Students will perform a two-minute dramatic presentation or monologue that captures an event in the life of the selected abolitionist and relates to the freedoms expressed in the Declaration of Independence.

Assessment

   1.   Essay:  Students will receive a holistic score on a scale from 1 to 4 which corresponds  to a rubric.

    2.  Dramatic Performance:  Students will receive a holistic score from 1 to 4 which corresponds to a  rubric.
 

Web Resources & Supplementary Materials
 

http://sunsite.berkeley.edu/cgi-bin/searchkids.pl?searchtype=subjects

http://www.incwell.com/Biographies/Tubman.html

http://www.lcweb.loc.gov/exhibits/african/afam005.html

            last revised 5/21/01                                                                                      Carol Sutton
                                                                                                                                Astrodogs3@AOL.com
                                                                                                                                Barrett Middle School
                                                                                                                                4243 Barrett Road
                                                                                                                                Carmichael, California 95608