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Grade 4 Abolitionist Resolution: Perseverance for a

Cause

Instructional Resource for the

South Carolina Social Studies Academic Standards

South Carolina Department of Education Office of Standards and Learning January 2017

Grade/Course Level: Title of Unit

The purpose of this lesson is to show that through primarily peaceful means people from different parts of society found ways to make a difference in the movement to abolish . Through this lesson, students will learn that conflict can be solved in a peaceful manner. The Connection to Profile of the SC Graduate includes collaboration and teamwork, communication, technology use, and media. Total time for the lesson: 2 days, 45 minutes per day

Standard(s) and/or Indicator(s)

Targeted Standards Standard 4-6: The student will demonstrate an understanding of the causes and the course and the effects of the . Indicator 4.6.2 Explain the contributions of the abolitionist to the mounting tensions between the North and South over slavery, including , , Frederick Douglas, , Harriet Beecher Stowe and .

Indicator 4.6.4 Summarize the significant battles, strategies, and turning points of the Civil War, including the and Gettysburg, the Emancipation Proclamation, the role of in the war, the surrender at Appomattox, and the assassination of President Lincoln.

“I Can” Statements

“I Can” statements are learning targets of what students need to know and be able to do as it relates to the standard/indicator(s).  Day 1: I can research each abolitionist and answer the question, “What did the abolitionist do to advance the abolitionist movement?” (4-6.2) ● Day 2: I can share through writing how the abolitionist led a movement that changed the lives of the people during the Civil War Era and how the people of the AME Mother Emmanuel Church changed people’s lives in the present. (4-6.2)

Essential Question(s)

These are suggested essential questions to be used to help guide inquiry. ● What part did the abolitionist play in the abolishment of slavery and how did each one contribute to this movement in an effect manner? ● What ways can each person in present and future time contribute to conflict resolution in a peaceful manner? ● How did the abolitionist impact the lives of the people of that time period? ● How did the lives of the people of the Mother Emmanuel AME Church affect the lives of the people today?

Academic Vocabulary

Some students may need extra support with the following academic vocabulary in order to understand what they are being asked to do. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. An appropriate time to deliver explicit instruction for the terms is during the modeling process. Ultimately, the student should be able to use the academic vocabulary in conversation with peers and teachers.  Abolish  Protest  Conflict  Conflict Resolution  Research  Movement  Abolitionist

Prior Knowledge

In the third grade, the students will learn about the ever-growing dependence on slavery and the continued violations against the African American community. (Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin and the subsequent expansion of the economic dependence on slavery). (3-4.2)

Subsequent Knowledge

In future learning, students will continue to learn about the continued fight for the rights of African Americans and rights as Freedmen. (Summarize the aims and course of Reconstruction, including the assassination of , southern resistance to freedmen and the ) (5-1.1)

Potential Instructional Strategies

Day 1 Learning Target: I can research each abolitionist and answer the question, “What did the abolitionist do to advance the abolitionist movement?”

● Hook: Was the movement to end slavery and the violations against their civil rights peaceful or violent? (4-6.2) ● Using Kidrex.org, research each individual abolitionist to determine his or her contribution to the abolitionist movement. ● Have students work collaboratively to complete a slide or poster on each abolitionist.

Day 2 Learning Target: I can share through writing how abolitionists led a movement that changed the lives of the people during the Civil War Era and how the people of the AME Mother Emmanuel Church changed people’s lives in the present. (4-6.2)

●

Video Clip (example) ● https://www.youtube.com/watch?v=DaCYcDbol9o ● Have students view the video clip as an example and then partner and create a two voice poem. One person is the voice of the past as an abolitionist promoting change against the violations of civil rights and one person is the voice of the present, a voice representing the people of today who have faced violations against their civil rights. To culminate, the two partners come together to be the voice of the people of the AME Mother Emmanuel Church, showing the changes that has been made in our world by creating one poem. The poem should show the changes that have occurred since the tragedy occurred (i.e. the lowering of the confederate flag).

Conflict Chart ● Watch a video clip of Kid President and list on chart paper the various ways a conflict can be resolved. (Suggested video: https://www.youtube.com/watch?v=ghk-nDJB3Tk) ● Give students a conflict resolution chart to study the various ways to solve conflicts. Then on chart paper, have students write various situations that may happen in life that causes conflict. Use “I can” statements and have the students complete the statements to show how conflicts can be resolved.

Potential Assessment Task

● ● The Google Slides (4-6.2) ● Conflict Resolution Chart (4-6.4)

Resources

Charlesbridge. (2014). Under the freedom tree: A reader’s theater. Retrieved from http://www.underthefreedomtree.com/underthefreedomtree_readers.pdf

Soul Pancake (2016). Kid President Is Over It! [Video]. Retrieved from http://www.youtube/watch?v=ghk-nDJB3TK

South Carolina Department of Education. (2015). Profile of the South Carolina Graduate [PDF document]. Retrieved from http://ed.sc.gov/sc/scdoeassets/File/instruction/standards/ELA/Agency%20AprrovedProfile-of-the-SouthCarolina- Graduate_Updated.pdf

South Carolina Department of Education. (2011). South Carolina social studies academic standards [PDF document]. Retrieved from http: ed.sc.gov/scdoe/assets/file/agency/ccr/Standards- Learning/documents/FinalApprovedSSStandardsAugust182011.pdf