Classroom Activity Format

Contributor(s)
List the names and school affiliations of all contributors to this classroom activity

Holly, Bay Creek Middle ________________________________________ Debbie, Bay Creek Middle

Susan, Couch Middle

Standards

Each activity should meet a Georgia Studies standard and Common Core State Standard. Separate the standards by commas. Example: SS8H4, ELACCRI1, L6-8RH1

L6-8RH1,L6-8RH4, L6-8RH7, ELACC8RI9, ELACC8RI7, SS8H2, SS8H5

Time Needed to Complete Activity Overview

Provide a few sentence preview of the activity.

1 or 2 class periods

Students will explore save life in antebellum Georgia using their textbook, two primary source images, and a young adult fiction novel. The activity could be used in the ELA classroom, SS classroom, or as a collaboration between the two.

Materials Needed

Give a list of all materials needed for the activity included access to internet, charts, graphs, worksheets, etc

(1) "Mulberry Grove Plantation, 1794" from georgiahistorytps.wordpress.com in the Early Georgia Primary Source Set (SS8H5); (2) Slave Quarter Assessment from Beyond the Bubble from beyondthebubble.standford.edu; (3) Nightjohn by Gary Paulsen; (4) textbook (5) graphic organizer OR have students draw their own.

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Procedures

Provide a more specific description or list of student/teacher procedures

***This activity separates tasks between the SS and ELA classroom, however, both activities could be used in either discipline.**** Social Studies Classroom * Using their textbook, students will fill out a graphic organizer with details about slave life from their textbook. A four-row, two column graphic might work best. Have students label their rows with different aspects of slave life described in their textbook (religion, family, labor, education, health, etc....). Have students label one column textbook and the other Nightjohn. Ask students to pull out details from their textbook that match each category and place those details on their chart. *Next, show students the "Mulberry Grove, 1794" print from the Georgia Historical Society. Use the image to activate prior knowledge about the cotton gin and its impact on slavery. Ask students to notice details from image. What do they see. Next ask students about the source of the print (use the teacher guide for Early Georgia on georgiahistorytps.wordpress.com for more background on the print). *Next have students complete the "Slave Quarters" HAT (Historical Assessment of Thinking) from Beyond the Bubble. After students answer the questions, go over student answers and discuss the importance of knowing the source of an image. Then, have students compare and contrast the Mulberry Grove Plantation image and the Slave Quarters image from the assessment. Ask students to write a paragraph discussing the similarities and differences in the way these two images depict life on a plantation. Students can use their graphic organizer to help them complete this task. English Language Arts Classroom *First, go over the content vocabulary found in the novel Nightjohn. As you review vocabulary, activate student knowledge about slave life in antebellum Georgia. *While the teacher reads Nightjohn aloud, have students fill in the second column of their graphic organizer with details and examples from the novel. Students can then compare and contrast the way the novel and the textbook describe slave life in antebellum Georgia.

OPTIONAL ACTIVITES *Ask students to imagine they are one of the people depicted in the Mulberry Grove or Slave Quarter images and write a narrative discussing their daily life. Ask students to create a visual to accompany their narrative or the book Nightjohn. *Ask students to compare and contrast how slavery is depicted in image form vs. text. How was it different. Which do they think is a better method?