Interactive Notebook Activities

Transcription

1 Historical People Pockets Interactive Notebook Activities Created by Mandy Gregory ~2013~ All Rights Reserved 6 Hands On Standards Based Activities

2 This packet was created to provide hands- on activities for your Frederick Douglass unit. These activities are perfect for interactive notebooking or can be stored in the provided Historical People Pocket. Each activity comes with projectable copy to make it easier to complete with the students. Please note that the teacher will need to provide some text about Douglass for these activities. The activities include: Historical People Pocket- a pocket to store all the activities from this packet Frederick Douglass Book and Questions- one page mini book with questions about Fredrick Douglass life and achievements. Frederick Douglass Book Character Traits Flip Flap Book- Three flaps book for students to record how Frederick Douglass displayed each trait and prove it with evidence from the text. Please note the teacher will need to provide the text/ textbook for this activity. A journal response is also provided for this activity as an extension. Frederick Douglass Timeline- A cut and paste timeline of Frederick Douglass life. A journal response is also provided for this activity as an extension. Frederick Douglass Map- A map of important places in Douglass life. Students create a matching colored key. Frederick Douglass Step Book- A step book with big idea questions about Frederick Douglass. This would be a great short answer assessment. A journal response is also provided for this activity as an extension. Frederick Douglass Word Search- word search with important vocabulary about Frederick Douglass. This is a great early finisher activity. Happy Learning! Mandy mandyholland@hotmail.com

3 Frederick Douglass Pocket Cover This is a catch all spot to store all your Frederick Douglass activities in this unit! To Prepare for the Activity: 1. Print one copy of the page for every two students. 2. Have one piece of 9 inch by 12 inch construction paper (any color) per student. Directions for Completing the Activity with the Students: 1. Have students color in the cover page. 2. Fold the construction paper in half hamburger style to create a pocket. Staple the edges. 3. Cut out the cover page 4. Glue on the cover page. 5. Insert all loose activities in the pocket. *Please note that this pocket will NOT fit in most notebooks for interactive notebooking and is intended to be a place to store all activities for classrooms that do not use interactive notebooks. Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

4 Frederick Douglass Pocket Cover

5 Historical People Pockets Frederick Douglass By Historical People Pockets Frederick Douglass By

6 Frederick Douglass Book and Questions This activity meets the standard: SS3H2 The student will discuss the lives of Americans who expanded people s rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers rights). To Prepare for the Activity: 1. Print one copy of the Frederick Douglass book per student. 2. Print one copy of the Questions About Frederick Douglass page for every TWO students. 3. Print one copy of the Life of Frederick Douglass pocket label (if you are making the pocket). There are enough copies for FOUR students on one page. 4. One sheet of construction paper (any color) that is 7 inches by 11 inches. Directions for Completing the Activity with the Students: 1. First, have students create the book. Have students first fold the paper down (hamburger fold). Ask students to NOT open the fold. Then ask students to fold the paper hotdog style. 2. Students can read the book independently or in partners and answer the questions. Or the teacher can complete this whole group. A projectable book and questions are included for a whole group lesson. 3. If you are creating the pocket, fold the construction paper in half to create a 7 inch by 5 ½ inch pocket. Staple the sides. Glue on the pocket label (The Life of Frederick Douglass) and glue into notebooks. Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

7 Frederick Douglass Book and Questions Example

8 Frederick Douglass Projectable Book Frederick Douglass

9 Frederick Douglass Projectable Book Frederick Augustus Washington Bailey was born as a slave in Maryland in Frederick dreamed of learning to read and wanted an education. However, at this time, slaves were not allowed an education. But Frederick was smart and convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food. 1

10 Frederick Douglass Projectable Book Frederick fed his dreams of an education with his passion. The more he learned about liberty, the more he wanted it. At the age of 20 he escaped to freedom. Soon after, he married Anna Murray. They changed their last name to Douglass. They moved to New Bedford, Massachusetts, where Frederick impressed an abolitionist group which hired him as a speaker. 2

11 Frederick Douglass Projectable Book Frederick Douglass spent his life fighting for causes he believed in. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. Frederick Douglass worked closely with President Lincoln during the Civil War. They planned how to help slaves escape from slavery and discussed fair treatment for African American soldiers. He spoke about other causes he believed in, like women's rights. 3

12 Frederick Douglass Projectable Questions About Frederick Douglass 1. What was Frederick Douglass name at birth? 2. How did Frederick Douglass learn to read? 3. Name three ways Frederick Douglass fought against slavery.

13 Questions About Frederick Douglass Answer Key 1. What was Frederick Douglass name at birth? His name was Frederick Augustus Washington Bailey 2. How did Frederick Douglass learn to read? He convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food. 3. Name three ways Frederick Douglass fought against slavery. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. President Lincoln during the Civil War to help plan how to help slaves escape and fair treatment for African American soldiers. He speaks about other cause he believes in, such as women's rights.

14 The Life of Frederick Douglass The Life of Frederick Douglass The Life of Frederick Douglass The Life of Frederick Douglass

15 Frederick Douglass spent his life fighting for causes he believed in. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. Frederick Douglass worked closely with President Lincoln during the Civil War. They planned how to help slaves escape from slavery and discussed fair treatment for African American soldiers. He spoke about other causes he believed in, like women's rights. 3 Frederick Douglass Frederick Augustus Washington Bailey was born as a slave in Maryland in Frederick dreamed of learning to read and wanted an education. However, at this time, slaves were not allowed an education. But Frederick was smart and convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food. Frederick fed his dreams of an education with his passion. The more he learned about liberty, the more he wanted it. At the age of 20 he escaped to freedom. Soon after, he married Anna Murray. They changed their last name to Douglass. They moved to New Bedford, Massachusetts, where Frederick impressed an abolitionist group which hired him as a speaker. 1 2

16 Questions About Frederick Douglass 1. What was Frederick Douglass name at birth? 2. How did Frederick Douglass learn to read? 3. Name three ways Frederick Douglass fought against slavery. Questions About Frederick Douglass 1. What was Frederick Douglass name at birth? 2. How did Frederick Douglass learn to read? 3. Name three ways Frederick Douglass fought against slavery.

17 Questions About Frederick Douglass Answer Key 1. What was Frederick Douglass name at birth? His name was Frederick Augustus Washington Bailey How did Frederick Douglass learn to read? He convinced poor boys in his neighborhood to teach him what they learned in school in exchange for bits of food. 3. Name three ways Frederick Douglass fought against slavery. He became a famous speaker and spoke out against slavery. He wrote a book about his life to help others understand the life of a slave. He also started the antislavery newspaper called The North Star and helped slaves escape using the Underground Railroad. He worked with President Lincoln during the civil way to help plan how slaves would escape and discussed fair treatment for African American soldiers. He spoke about other causes he believed in, like women's rights.

18 Frederick Douglass Book Character Traits Flip Flap Book This activity meets the standard: CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. To Prepare for the Activity: 1. Print one copy of the flip flap book per student. 2. Make sure to copy the pages back to back on the printer. My printer is set to print on both sides- flip pages on the short edge. 3. Please note these sheets make enough copies for TWO students. Cut the paper in half on the dotted line in the center of the page. 4. If you would like to include the journal response, copy the page. Please note that one page has enough journal responses for SIX students. Directions for Completing the Activity with the Students: 1. First, have students create the flip flap book. Students will cut on the dotted lines and fold on the solid line. 2. Ask students to use their book and resources to describe how Frederick Douglass shows each character trait. This is a great time to model quoting text to use as text evidence. 3. If this is being added to a notebook, ask students to glue the foldable into the notebook by putting glue on the directions. 4. An additional journal response is included for students to cut and glue into notebooks. ****Please note that no answer key is included because answers may vary. See the photograph for a sample answer for the journal response.**** Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

19 Frederick Douglass Book Character Traits Flip Flap Book Example

20 Projectable Frederick Douglass Book Character Traits Flip Flap Book Example Frederick Douglass showed liberty because. I think this because the book says on page. Frederick Douglass showed justice because. I think this because the book says on page. Frederick Douglass showed freedom of conscience and expression because. I think this because the book says on page.

21 liberty justice Freedom of conscience and expression Name Date Frederick Douglass Character Traits Directions: Explain how Frederick Douglass showed these three character traits: liberty, justice, and freedom of conscience and expression. Use the text to support your answer. Name Date Frederick Douglass Character Traits Directions: Explain how Frederick Douglass showed these three character traits: liberty, justice, and freedom of conscience and expression. Use the text to support your answer. liberty justice Freedom of conscience and expression

22 Frederick Douglass showed liberty because. I think this because the book says on page. Frederick Douglass showed justice because. I think this because the book says on page. Frederick Douglass showed freedom of conscience and expression because. I think this because the book says on page. Frederick Douglass showed liberty because. I think this because the book says on page. Frederick Douglass showed justice because. I think this because the book says on page. Frederick Douglass showed freedom of conscience and expression because. I think this because the book says on page.

23 What was Frederick Douglass most important character trait? Why do you think this? What was Frederick Douglass most important character trait? Why do you think this? What was Frederick Douglass most important character trait? Why do you think this? What was Frederick Douglass most important character trait? Why do you think this? What was Frederick Douglass most important character trait? Why do you think this? What was Frederick Douglass most important character trait? Why do you think this? Additional journal response question for character traits foldable. Please note there are enough questions for 6 students on this page.

24 Frederick Douglass Timeline This activity meets the standard: SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. d. Trace examples of travel and movement of these historic figures and their ideas across time. To Prepare for the Activity: 1. Print one copy of timeline page per student. 2. If you would like to include the journal response, copy the page. Please note that one page has enough journal responses for SIX students. Directions for Completing the Activity with the Students: 1. First, have students cut off the bottom half of the page. 2. If your school has access to PebbleGo.com(a paid membership site) there are many wonderful examples of timelines about different historical figures. These are great to explain the purpose and how to read and use a timeline. A projectable version is included to help complete this task whole class. 3. Have students cut out each of the dates and LAY them out in the correct spot. 4. Have students raise their hand to have their dates checked for accuracy. 5. Students can then glue the dates into the correct boxes. 6. If this is for notebooks, have students fold the timeline in half and glue into the notebook. 7. An additional journal response is included for students to cut and glue into notebooks. ****Please note that no answer key is included for the journal response because answers may vary. See the photograph for a sample answer**** Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

25 Frederick Douglass Timeline Example

26 Projectable Frederick Douglass Timeline

27 Frederick Douglass is born in Maryland in 1818 In 1895 he dies of heart failure. He publishes his first autobiography in In 1848 he starts The North Star newspaper. He moves his family to Washington, DC in He meets with President Lincoln in In 1838 he escapes slavery and marries Anna Murray.

28 Frederick Douglass is born in Maryland in 1818 He publishes his first autobiography in He meets with President Lincoln in In 1895 he dies of heart failure In 1838 he escapes slavery and marries Anna Murray. In 1848 he starts The North Star newspaper. He moves his family to Washington, DC in Frederick Douglass Timeline Answer Key

29 What was the most important event in Frederick Douglass life? Why do you think this? What was the most important event in Frederick Douglass life? Why do you think this? What was the most important event in Frederick Douglass life? Why do you think this? What was the most important event in Frederick Douglass life? Why do you think this? What was the most important event in Frederick Douglass life? Why do you think this? Additional journal response question for the timeline. Please note there are enough questions for 5 students on this page.

30 Frederick Douglass Map This activity meets the standard: SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. d. Trace examples of travel and movement of these historic figures and their ideas across time. To Prepare for the Activity: 1. Print one copy of map page for every two students. Directions for Completing the Activity with the Students: 1. If possible, project this map for students to see on a Promethean or Smart Board. Because it is map skills, and the map is still relatively small (even though I enlarged it as much as possible) it can be hard for students to differentiate the states. A projectable blank page is included. 2. Model how to color in the key to match the states. 3. Have students color in the matching states. 4. If this is for notebooks, have students glue it into the notebook. Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

31 Frederick Douglass Map

32 Projectable Frederick Douglas Map Atlantic Ocean Douglass was born in Maryland. (MD) He escapes slavery to New York (NY) by disguising himself as a sailor. He speaks at an antislavery group in New Bedford, Massachusetts.(MA)

33 Douglass was born in Maryland. (MD) He escapes slavery to New York (NY) by disguising himself as a sailor. He speaks at an antislavery group in New Bedford, Massachusetts.(MA) Douglass was born in Maryland. (MD) He escapes slavery to New York (NY) by disguising himself as a sailor. He speaks at an antislavery group in New Bedford, Massachusetts.(MA)

34 Frederick Douglas Map Answer Key Atlantic Ocean Douglass was born in Maryland. (MD) He escapes slavery to New York (NY) by disguising himself as a sailor. He speaks at an antislavery group in New Bedford, Massachusetts.(MA)

35 Frederick Douglass Step Book This activity meets the standard: SS3H2 The student will discuss the lives of Americans who expanded people s rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. c. Describe how each of these historic figures adapted to and was influenced by his/her environment. e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification. To Prepare for the Activity: 1. Print one copy of the step book for each student. 2. Make sure to have several staplers available. Directions for Completing the Activity with the Students: 1. Have students answer the questions on each page of the step book. The questions can be answered whole group, in partners, or independently. A projectable version is available for whole group practice.

36 Frederick Douglass Step Book group practice. 2. Have students cut out each page in the book. 3. Students stack the pages with the shortest on top going to the longest page on the bottom. 4. Staple the book together at the top. 5. If this is for notebooks, have students glue it into the notebook. 1. An additional journal response is included for students to cut and glue into notebooks. ****Please note that no answer key is included for the journal response because answers may vary. See the photograph for a sample answer**** Please note : The Frederick Douglass word search on page 42 is a great early finisher activity.

37 Frederick Douglass Step Book

38 What obstacles did Frederick Douglass have to overcome? How did he overcome them? How did growing up in the south affect Frederick Douglass feelings about slavery? How did Frederick Douglass work to improve civil rights?

39 Why do we remember Frederick Douglass today? Why do we remember Frederick Douglass today? Why do we remember Frederick Douglass today? Why do we remember Frederick Douglass today? Why do we remember Frederick Douglass today? Why do we remember Frederick Douglass today? Additional journal response question for Fighting for a Change foldable. Please note there are enough questions for 6 students on this page.

40 Fighting for a Change Answer Key What obstacles did Frederick Douglass have to overcome? How did he overcome them? Answers may vary. Sample answer: Frederick Douglass overcame many obstacles. He was a slave and was not allowed an education. He convinced poor neighborhood boys to teach him what they learned in school and then escaped slavery. How did growing up in the south affect Frederick Douglass feelings about slavery? Answers may vary. Sample answer: Frederick Douglass grew up in the South and saw how horrible slavery was first hand because he was a slave. This made him want to make a change. How did Frederick Douglass work to improve civil rights? Answers may vary. Sample answer: He made speeches against slavery and started an anti-slavery newspaper called the North Star. He helped slaves escape using the Underground Railroad and even helped fight for women's rights!

41 Frederick Douglass Word Search This activity meets the standard: CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. To Prepare for the Activity: 1. Print one copy of the word search for every TWO students. Directions for Completing the Activity with the Students: 1. Students can complete independently or in pairs. 2. This is an excellent early finisher task students can return to when they finish other activities in this packet.

42 Frederick Douglass ABOLITIONIST CIVIL CONSCIENCE ENSLAVED EXPRESSION FREEDOM JUSTICE LIBERTY PREJUDICE RIGHTS SLAVERY Frederick Douglass ABOLITIONIST CIVIL CONSCIENCE ENSLAVED EXPRESSION FREEDOM JUSTICE LIBERTY PREJUDICE RIGHTS SLAVERY

43 Frederick Douglass Word Search Answer Key ABOLITIONIST CIVIL CONSCIENCE ENSLAVED EXPRESSION FREEDOM JUSTICE LIBERTY PREJUDICE RIGHTS SLAVERY

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