Topic: Frederick Douglass and other famous African Americans in history (Black History

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Bernice Walker
6 years ago
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1 Ms. Sahm Topic: Frederick Douglass and other famous African Americans in history (Black History Month) Grade Level: Third Time Allotted: 40 minutes Materials: Stamp of Approval drawing and writing activity (See attached) ~Crayons for drawing activity ~Poster board with various influential African Americans (See attached pictures) ~Complete the Sentence worksheet (See attached) ~Important Facts Recording Sheet (See attached) ~Rochester Freedom Heroes: Frederick Douglass (Read-aloud book) APA Citation for text: The School of Imaging and Information Technology. (2008). Rochester freedom heroes: frederick douglass. Rochester, NY: TMD Enterprises. Key Vocabulary: Abolitionist-a person who advocated or supported the end of slavery in the United States ~Activist-an especially active, vigorous advocate of a cause (political); someone who supports or opposes one side of a controversial issue ~Suffragist-an advocate or participant in the women s rights movement for the extension of political voting rights especially to women ~Discrimination-prejudice; unfair treatment of a person based on their class, race, sex (gender) etc.

2 ~Segregation-the policy or practice of separating people of different races, classes, or ethnic groups in schools, housing, public transportation etc. African Americans were denied their civil rights and were provided with inferior facilities and services Essential Question(s): Who was Frederick Douglass and why was he so important to black history? Who are past and present African Americans who helped change black history? New York State Standards: Social Studies: Standard 1 History of the United States and New York -Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York Standard 5 Civics, Citizenship, and Government -Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. English Language Arts (ELA): Standard 1 -Students will read, write, listen, and speak for information and understanding Standard 2 -Students will read, write, listen, and speak for literary response and expression Standard 4 -Students will read, write, listen, and speak for social interaction

3 Objectives: After a read-aloud and subsequent discussion students will be able to identify who Frederick Douglass was and why he was important to black history. Students will be able to distinguish between Frederick Douglass and other famous African Americans that they will learn about. -After the lesson students will be able to distinguish between who many different African Americans were and are and how they contributed to the promotion of black history from both the past and present. -Through the completion of the Stamp of Approval drawing and writing activity and the Complete the Sentence worksheet students will be able to show their understanding of the contributions of African Americans to our culture. Anticipatory Set: Students will be sitting in their seats to begin the lesson -I will begin the lesson by asking the students Do you know what is celebrated throughout the month of February? Black History Month -I will then direct a statement to the students. I hear that you have been learning about important people during Black History Month. - Raise your hand if you can name a famous African American that you have studied this month or that you know of? (Martin Luther King Jr.) What can you tell me about that person? This is when I will introduce the poster that I made with various African Americans on it. I will also write down student responses on the board where they can see their answers. - Today we are going to be learning about a man named Frederick Douglass and how he was important to black history as well as other important African Americans. Instruction/Procedure: minutes

4 1. Gather the students on the carpet and read-aloud Rochester Freedom Heroes: Frederick Douglass. 2. Students will return to seats and I will hand out the Important Facts Recording Sheet, then instruct the students to write down the names of any African American they find interesting as well as an interesting fact or facts about them. (They can follow the example that is given on the paper.) I will instruct students that this will help them complete the activities later on. 3. Upon finishing the read-aloud book ask students to tell me what they learned about Frederick Douglass through the book. 4. Students will then return to their seats where I would introduce the poster board that I prepared. I would reiterate the important information about Frederick Douglass from the book as well as introduce other important facts about him. 5. Then turn to the students and ask them why they think that Frederick Douglass was important to black history. 6. Before introducing the other African Americans show students various pictures and ask them if they can identify any of the individuals. After this discussion introduce or reintroduce other African American icons who helped change black history in some way. 7. Then ask students if they can think of any other African Americans who helped change black history. Closure: 1. As part of my assessment I will introduce to the students the Stamp of Approval drawing and writing activity.

5 2. I will tell students that many African Americans have been honored by having their faces appear on United States postage stamps. 3. I will show students examples of Frederick Douglass, Harriet Tubman, Jackie Robinson and Martin Luther King Jr. on U.S. postage stamps. 4. Students will then have the opportunity to choose an African American who they think should appear on a United States, Black History related stamp. 5. Students will then create their own stamp for that African American and write a few sentences in their own words describing why they chose the person they did. 6. If time allows students will also have the opportunity to work on a Complete the Sentence worksheet where they will fill in the blanks of the sentences with the appropriate names of the African Americans. -If there is no time remaining students will have the opportunity to fill this out on their own time and hand it in for a piece of candy. Independent Practice: No out of class work will be assigned for this lesson. Students will work on their own to complete the Stamp of Approval drawing and writing activity. They may work individually, in pairs or in groups for the Complete the Sentence worksheet. Modifications: This lesson touches upon many different learning styles. For the visual learner, the read-aloud picture book and poster board will be essential tools. For the auditory learner, the read-aloud story and discussions will be helpful. For kinesthetic learners being able to get up and move to the carpet for the story then back to their seats for the lesson will be helpful. Other modifications can be made as needed for a student who needs extra help completing the activity, does not understand the activity etc.

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