Peterson

Multiple Intelligences
Unit Plan Template

EDUC 547
Signature Assignment Video Link: https://www.youtube.com/watch?v=uktMyzYC_cU
Unit Title: Slavery in the South Teacher: Alexandra Peterson
Grade Level: 8 (Middle School)
Subject: Social Science – United States History Time Frame: 45 Minute Class Period
17 Days
Goals and Student Learning Outcomes:
In this unit, students will learn about the practice of African slave labor in the Southern
colonies/states of the United States of America during the antebellum period of 1800-1850, and the
impact of slavery on the South’s social and economic systems.
Goal 1: Students will understand the significance of cotton production for the South’s agrarian
economy.
Student Learning Outcome 1: Students will be able to describe the technology and
labor needed to produce cotton.
Student Learning Outcome 2: Students will be able to list the four cash crops of the
South and identify the main cash crops of each Southern state.
Goal 2: Students will summarize the development and uniqueness of plantation culture in the
South.
Student Learning Outcome 1: Students will be able to discuss the economic and
geographic reasons for plantations to develop in the South.
Student Learning Outcome 2: Students will be able to use technology to diagram the
social and economic class system of the South that developed with slavery.
Goal 3: Students will cite textual evidence to compare the lifestyles of Northern Blacks to
Southern Blacks.
Student Learning Outcome 1: Students will be able to identify the author’s perspective
towards slavery within a variety of primary source texts and images.
Student Learning Outcome 2: Students will be able to use technology to gather data in
order to compare and contrast different social, economic, and political
opportunities for free and enslaved Blacks in the North and in the South using
informational texts and primary source accounts.
Intelligences:
Logical-Mathematical
Visual-Spatial
Verbal
Kinesthetic
Interpersonal
Intrapersonal
Musical
Naturalistic
Common Core standards:
Subject: English Language Arts

Grade: 8th
Content Area: English Language Arts
Strand: Reading Standards for Informational Texts
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
4. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
6. Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital
text, video, multimedia) to present a particular topic or idea.
9. Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.

Grade: 8th
Strand: Writing Standards 6-12
2. Write informative/explanatory texts, including career development documents (e.g., simple

business letters and job applications), to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. CA
a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension. CA
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic. e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds naturally
and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to
develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one-time frame or setting to another, and show the relationships among experiences
and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.
6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.
7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.

Grade: 8th
Strand: Speaking and Listening Standards 6-12
4. Present claims and findings (e.g., argument, narrative, response to literature presentations),
emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation. CA
a. Plan and present a narrative that: establishes a context and point of view, presents a
logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory
language), uses a variety of transitions, and provides a conclusion that reflects the
experience. CA
5. Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific
expectations.)

Grade: 8th
Strand: Language Standards 6-12
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Technology standards:
1. Knowledge Constructor: Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
2. Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
Materials: Intelligences:
Desktop computer in class and at home with: Interpersonal
- Working Internet Logical-
- Working speakers/ audio output Mathematical
- An active email address and email account Musical
Screen Projector Visual-Spatial

Interpersonal
Verbal
iPad with the following apps: Logical-

- QuickTime Mathematical
- iMovie Intrapersonal
- Google Drive Interpersonal
Visual-Spatial
Verbal
Naturalistic
Musical
Kinesthetic
Chromebook Interpersonal
Logical-
Mathematical
Individual Headphones Musical
Textbook Logical-
Mathematical
Intrapersonal
Visual-Spatial
Verbal
Visual-Spatial
Colorado.edu article on the origin of slavery and slave traditions Logical-
http://autocww.colorado.edu/~toldy2/E64ContentFiles/AfricanHistory/SlaveryInAfric Mathematical
a.html. Intrapersonal
Verbal
Slate.com article and map on trade patterns of the Transatlantic Slave Trade Visual-Spatial
http://www.slate.com/articles/life/the_history_of_american_slaver Logical-
y/2015/06/animated_interactive_of_the_history_of_the_atlanti c_slave_trade.html Mathematical
Intrapersonal
Naturalistic
Verbal
Ted Talk video on the Atlantic Slave Trade Visual-Spatial

https://www.youtube.com/watch?v=3NXC4Q_4JVg Logical-
Mathematical
Intrapersonal
Naturalistic
Musical
Verbal
Interactive Maps Naturalistic

http://mcb226.github.io/SlaveTrade/ Visual-Spatial
http://www.sheppardsoftware.com/USA_Geography/USA-georegion.html
Visual-Spatial
BBC Presentation on the Transatlantic Slave Trade Logical-
http://www.bbc.co.uk/bitesize/ks3/history/industrial_era/the_slave_trade/revision/3/ Mathematical
Intrapersonal
Naturalistic
Kinesthetic
Verbal
Anatomy of a Slave Ship Infographic Visual-Spatial

https://www.history.com/topics/black-history/slavery/infographics/the-anatomy-of-a- Logical-
slave-ship Mathematical
Naturalistic
Verbal
Map of the United States Visual-Spatial

http://www.thomaslegion.net/uscensusbureauregionsthewestthemidwestthesouthandt Logical-
henortheast.html Mathematical
Naturalistic
Lyrics for the song “Song from a cotton field” Musical

https://genius.com/Bessie-brown-song-from-a-cotton-field-lyrics Verbal
Intrapersonal
Cotton Gin video Visual-Spatial

https://www.youtube.com/watch?v=srEPej1LWds Logical-
Mathematical
Naturalistic
Verbal
PBS article on the cotton gin Logical-

http://www.pbs.org/wgbh/aia/part3/3narr6.html Mathematical
https://www.encyclopedia.com/science-and-technology/technology/technology- Intrapersonal
terms-and-concepts/cotton-gin Verbal
Logical-
PBS article on Southern plantations Mathematical
http://www.pbs.org/wgbh/aia/part4/4p2956.html Intrapersonal
Verbal
Study.com video on slavery and classes
https://study.com/academy/lesson/life-in-the-south-ordered-society-and-economy-of- Visual-Spatial
the-southern-states.html, Verbal
Naturalistic
Study.com video of slave escapes and the Underground Railroad Visual-Spatial

https://study.com/academy/lesson/life-in-the-south-ordered-society-and-economy-of- Verbal
the-southern-states.html Naturalistic
Article on the life of a plantation slave Visual-Spatial

https://www.lee.k12.nc.us/cms/lib03/NC01001912/Centricity/Domain/1464/Slave%2 Logical-
0Life%20on%20a%20Southern%20Plantation.pdf Mathematical
Intrapersonal
Naturalistic
Verbal
Virtual Tour of Boone Hall Visual-Spatial

https://www.youtube.com/watch?v=2q_9euUyOk0 Verbal
Kinesthetic
Logical-
Slave narrative database Mathematical
http://www.vgskole.net/prosjekt/slavrute/primary.htm Naturalistic
Verbal
Logical-
Scholastic Underground Railroad letter coding website Mathematical
http://teacher.scholastic.com/activities/bhistory/underground_railroad/secret_letter.ht Intrapersonal
m Verbal
Logical-
Brown University’s primary and secondary source database on slavery Mathematical
http://libguides.brown.edu/ Naturalistic
Purdue OWL MLA formatting guide Logical-

https://owl.english.purdue.edu/owl/resource/747/24/ Mathematical
Verbal
Google Docs Logical-

Mathematical
Visual-Spatial
Interpersonal
Intrapersonal
Verbal
Interactive Digital Map Logical-

Mathematical
Visual-Spatial
Naturalistic
Kinesthetic
Google Keep Intrapersonal

Logical-
Mathematical
Verbal
Oxford Dictionary Online Naturalistic

Verbal
Logical-
Mathematical
Google Hangout Interpersonal

Verbal
Lucid Chart Visual-Spatial

Logical-
Mathematical
Intrapersonal
Naturalistic
Verbal
Evernote Logical-
Mathematical
Intrapersonal
Interpersonal
Naturalistic
Verbal
Ted Talk Logical-

Mathematical
Visual-Spatial
YouTube Logical-
Mathematical
Intrapersonal
Interpersonal
Naturalistic
Visual-Spatial
Verbal
Interpersonal
Google Classroom Intrapersonal
Verbal
Logical-
Mathematical
Sutori Intrapersonal
Visual-Spatial
Verbal
Logical-
Mathematical
Google Forms
Verbal
Padlet Interpersonal
Intrapersonal
Visual-Spatial
Verbal
Logical-
Mathematical
Google Drawing Visual-Spatial

Interpersonal
Sheppard Software Interactive Geography Map Naturalistic

Visual-Spatial
Logical-
Mathematical
Verbal
Scrible Intrapersonal
Logical-
Mathematical
Visual-Spatial
Canva Logical-
Mathematical
Intrapersonal
Interpersonal
Visual-Spatial
Verbal
Naturalistic
Logical-
Study.com Mathematical
Intrapersonal
Interpersonal
Visual-Spatial
Verbal
Naturalistic
Read & Write Extension Intrapersonal

Logical-
Mathematical
Visual-Spatial
Verbal
Google Drive Interpersonal

Intrapersonal
Visual-Spatial
Naturalistic
Logical-
Mathematical
Verbal
YouTube Virtual Tour Kinesthetic

Visual-Spatial
Naturalistic
Verbal
Google Earth Pro Tour Logical-

Mathematical
Intrapersonal
Interpersonal
Visual-Spatial
Visual-Spatial
Logical-
Mathematical
HP Reveal Visual-Spatial
Intrapersonal
Befunky Verbal
Interpersonal
Intrapersonal
Visual-Spatial
QuickTime Audio and Movie Recorder Verbal

Interpersonal
Intrapersonal
Audio Recorder (app) Musical
QR-Code Generator Naturalistic
Bensound Musical
iMovie Verbal
Interpersonal
Intrapersonal
Visual-Spatial
Musical
Naturalistic
Visual-Spatial
Blogger Interpersonal
Intrapersonal
Logical-
Mathematical
Verbal
Procedures: Intelligences:
Day 1: Note-taking Day on Slavery Intrapersonal

- The teacher will go over the objectives of the unit and discuss deadlines for Logical-
major assignments. Mathematical
- Using a Chromebook, students will use Google Docs, found on Google Interpersonal
Drive, in order to take typed notes on the historical transformation of Verbal
African slavery from being continental to international. Students will read Visual-Spatial
the following informational text, found on Colorado.edu, Naturalistic
http://autocww.colorado.edu/~toldy2/E64ContentFiles/AfricanHistory/Slave
ryInAfrica.html. Students will take notes on Parts I, II, and III B. Students
will take notes on:
1. Where slavery originated from
2. Traditions of slavery unique to Africa
3. Role and lifestyle of slave traders and slaves
4. Slave relationships
5. The development of the international slave trade
- Students will then partner with a neighbor at their table to discuss the
following question: Was slavery in African unfair? Students will reference
their notes from the article to support their answers.
- Students will then watch the two-minute interactive map, which shows
students the traffic of the slave trade from Africa to North and South
America, from the years of 1583 to 1833.
http://www.slate.com/articles/life/the_history_of_american_slaver
y/2015/06/animated_interactive_of_the_history_of_the_atlanti
c_slave_trade.html
Students will then use Google Keep in order to write a list of observations
that they have, based on the map. Students will be advised to focus on the
number of slaves being traded and the locations that they are being sent to,
as well as consider the time period. Students will then share their list with
one other student in the class, and correspond using Google Hangout instant
messaging, discussing what similarities and differences they had in terms of
observations. One student from each pair will be responsible for sharing to
the rest of the class one observation that they had about the map. During this
time, it will be the teacher’s responsibility to monitor the discussions and
ask students questions to check their understanding.
- Students will then work alone to use either Oxford Dictionary Online or
Merriam-Webster Dictionary Online to search for a definition of the word
“Chattel.” Using the website Lucid Chart, students will individually create a
semantic map of the word “chattel” and its unique origin. Students will need
to write a definition of the word, its country/language of origin, write a
sentence using the word, and find at least two images that relate to the word.
Students will also need to check in with the teacher at least once to
demonstrate progress, as well as receive feedback. Students will add their
semantic maps to the class Google Drive folder. Students will be scored on
completion for daily participation points.
Day 2: Transatlantic Slave Trade Intrapersonal

Logical-
- Students will expand their understanding of African slavery to include the Mathematical
international slave trade. Kinesthetic
- First, students will use Evernote as a note-taking app to list seven purposes Visual
that they think African slaves had for their European owners. Students will Interpersonal
also hypothesize why there was such a high demand for slaves in North and Naturalistic
South America. These predictions will be based on their prior knowledge of Verbal
the regions and slave labor in general. Students will then complete a “stand-
up-hand-up-pair-up,” in which students will find a partner from the opposite
side of the room and discuss their answers with a partner. Students will add
any new ideas to their own lists, because the list will act as notes for later
parts of the lesson.
- The teacher will then use the projector to show students 2 minutes and 30
seconds of the 5 minutes 38 second Ted Talk video on the Atlantic Slave
Trade, found on YouTube,
https://www.youtube.com/watch?v=3NXC4Q_4JVg. The teacher will play
the video using closed captioning, for students who have difficulties with
audio processing. Students will watch part of the video and then go on
Google Classroom. Students will discuss the following: “Rank the following
groups from best lifestyle to worst lifestyle: indentured servants, slaves
living in Africa, African slaves living outside of Africa. Explain your
reasoning for your ranking system using at least one bullet point per group.”
Students will need to create their original posts, using bullet points, and then
for five minutes, students will actively engage in responding to at least six
different students’ posts.
- Once everyone has completed the class discussion, the teacher will create a
post, based on the consensus of the class. Students will vote using thumbs
up to show agreement, or thumbs down to disagree. The teacher will have
the class vote on what the class thinks is the group with the most to the least
enjoyable lifestyle. Based on the majority vote, this will be the ranking
system that the teacher will post on Google Classroom discussion.
- Students will then work with a partner to create a shared Google Doc. As a
pair, students will need to create a three-column chart. One column will be
labeled “Slave Origins of Trade,” one will be labeled “Ports of Trade,” and
one will be labeled “Reasons.” Students will continue to watch the rest of
the Ted Talk video on YouTube using their Chromebooks. Then, students
will watch two animated maps, one that shows where slaves were traded
from in the Atlantic, and the other showing major ports where slaves were
sold at. Students will find these maps on
http://mcb226.github.io/SlaveTrade/. Based on what students learned from
the video and the animated maps, partnerships will use Google Docs to
create a bulleted list of where slaves originated from for trade for the years
1600, 1650, 1700, 1750, 1800, 1850, what major countries or states that
slave ports were located during the same years, and reasons why these
locations would be the ones most involved in the trading and purchasing of
slaves. Part of this assignment involves inferencing, as there are no explicit
answers for the “Reasoning” section in terms of geographic locations and
sailing paths of slave ships. These notes will be used for the next activity,
involving the creation of a timeline.
- Students will then use their Google Doc notes to create their own timelines
using Sutori. Students will have six years marked on the timeline: 1600,
1650, 1700, 1750, 1800, and 1850. Given that this is an ongoing project,
students will be required today to mark these six dates on their timeline, to
title their timeline Transatlantic Slave Trade, and to create two entries per
year. One entry will be titled “Origins” and will have a bulleted list of the
countries/states that most slaves came from during that year. The other entry
that each year will have will be titled “Trade Ports” and will have a bulleted
list of the major countries/states that slaves were traded at for that year.
Students will receive credit for completion.
Day 3: The Atlantic Slave Trade and the Triangular Trade Logical-
- Students will continue to work on their Atlantic Slave Trade timelines using Mathematical
the Chrome books. During this time, students will complete any work that Intrapersonal
was not done the day before (points on their timeline for the years 1600, Visual-Spatial
1650, 1700, 1750, 1800, and 1850; title the timeline Transatlantic Slave Interpersonal
Trade; “Origins” and “Trade Ports” lists). Then, students are expected to Intrapersonal
include one image per “Origins” and “Trade Ports” entry, for a total of six Verbal
images. Students are required to have at least two of the six images be maps.
Students are required to include the URL where the map came from, as an
informal citation. During this time the teacher will be spending time to sit at
each table, to check the progress of students and give them an opportunity to
ask for assistance.
- Students will then continue to learn about the Atlantic Slave Trade. Students
will go through BBC’s presentation of the Transatlantic Slave Trade, found
on
http://www.bbc.co.uk/bitesize/ks3/history/industrial_era/the_slave_trade/rev
ision/3/ . In following the rubric for the timeline, students will use
information from the presentation to add the additional points to their
timelines: Portugal, Jamaica, Barbados, Brazil, England, and Spain. Spain,
Portugal, and England will be added anytime between the years 1600 and
1700 on the timeline. For Jamaica, Barbados, and Brazil, students will find
the dates that these colonies were created by reading the presentation. Once
all of these points are created, students will then identify what goods were
traded to and from each location.
- Students will then need to use Google or Bing search engines in order to
include the final elements that are part of the timeline: 2 videos related to
the topic, 1 primary source image, 1 helpful website. Students will include
these into the entry point that it relates to. When students are done, they will
share their timeline with the rest of the class by copying and pasting their
timeline’s URL into a Google Doc that the teacher shared with the class.
- Students will then be randomly assigned into a group of four. Students will
present their timeline to their small groups by explaining what information
is on there, and what additional features, such as images and videos, were
incorporated into the timeline.
- If time permits, students will begin to look at the anatomy of a slave ship.
Students will work independently to read an infographic, which discusses
how slaves were “packaged” and transported on slave ships. This
infographic is found on: https://www.history.com/topics/black-
history/slavery/infographics/the-anatomy-of-a-slave-ship. Students will use
Evernote to take notes on the different parts of a slave ship, and on the
living conditions that slaves endured. Then, students will use Padlet to post
their initial reactions to slavery and the slave ships. Students will also be
asked to post a response to the following question: How has the concept of
“chattel” slavery changed for you after seeing what slave ships were like?
Students are required to post at least one sticky note on their initial
reactions, and one sticky note responding to the question. Then, students
will choose one student to have a discussion on the anatomy of slave ships.
Students will be encouraged to find relevant images and videos to include as
part of their responses, to add to the class discussion. The teacher will
ultimately choose one or two posts from the class discussion and ask the
class orally what they imagine the Transatlantic Slave Trade experience
must have been like for slaves, and what they must have felt.
Day 4: Geography and Agriculture of the South

- Students will learn about the geographic region of the antebellum South.
Students will look at a map of the United States, which is divided into
regions:
http://www.thomaslegion.net/uscensusbureauregionsthewestthemidwestthes Visual-Spatial
outhandthenortheast.html. Students will take notes on a Google Doc, which Interpersonal
they will title “Geography and Agriculture of the South.” The teacher will Logical
explain to students that the major Southern slave colonies/states were Naturalistic
Georgia, South Carolina, North Carolina, Alabama, Mississippi, and Musical
Virginia, but by the 1800s slavery was predominant in all Southern states. Intrapersonal
- Students will then be numbered off by the teacher from 1-to-4. Students will Verbal
then meet at one of the four corners of the room to meet their groupmates.
Each group will be assigned one of the four regions: Atlantic Plain, Interior
Highlands, Interior Plain, or Appalachian Highlands. As a group, students
will use their iPads to create an infographic on their geographic region and
Southern states of the region, using Google Drawing. First, all students will
visit SheppardSoftware’s interactive map, found on
http://www.sheppardsoftware.com/USA_Geography/USA-georegion.html .
Students will have five minutes to click around the map to find their
geographic region. Then they will read the information found in the left
corner. Students will take notes on a shared Google Doc, which will be
titled after their geographic region. Students will note what type of climate
their region has, the states of that region, and the crops, farming, and
ranching that is done in that area (if mentioned).
- Students will then complete a jigsaw activity, in which one student from
each group will join a new group. Each student will present their
information, so that students can take notes using Google Doc for the other
three geographic regions. Students will have a total of five minutes to
complete the jigsaw activity.
- Students will then be introduced to the concept of “cotton as king.” Students
will begin by watching a YouTube video that incorporates primary source
images of slaves with lyrics to the Bessie Brown song “Song from a Cotton
Field.” Students will listen to the song and read the lyrics on the video to
gain an understanding of the hardship of cotton picking.
- Students will then use their Chromebooks analyze the lyrics of the song
further, which are found on Genius, https://genius.com/Bessie-brown-song-
from-a-cotton-field-lyrics. Using the Chromebook extension Scrible, which
will allow students to highlight and take notes on the webpage, students will
go through the lyrics and highlight any words or phrases that suggest that
picking cotton for slaves was harsh labor. At the bottom of the page,
students will write two sentences reflecting on how they felt after listening
to the song and reading its lyrics.
- Students will then use watch 3 minutes and 53 seconds of a YouTube video
on the cotton gin https://www.youtube.com/watch?v=srEPej1LWds.
Students will use Google Keep in order to list at least five ways that the
cotton gin impacted the slave trade and the development of plantations in
Southern economies. Then, using Canva, students will design a fishbone
diagram that depicts the cause and effect of the creation of the Cotton Gin
on agricultural production, the slave trade, and Plantation Society in the
South. Students will read an article found on PBS,
http://www.pbs.org/wgbh/aia/part3/3narr6.html
https://www.encyclopedia.com/science-and-technology/technology/technology-
terms-and-concepts/cotton-gin for additional information to add to their
fishbone diagram. Students will be graded according to the Fishbone
Diagram Rubric.
Day 5: Socioeconomic Classes of the South
- The teacher will begin by explaining to students that they will be learning
about the different classes found in the antebellum South. Students will first Verbal
watch an eight minute video found on Study.com, Visual-Spatial
https://study.com/academy/lesson/life-in-the-south-ordered-society-and- Interpersonal
economy-of-the-southern-states.html, which will be shown to the entire Logical-
class using the projector. Students will use their Chromebooks to take notes Mathematical
on the different social classes mentioned, using Evernote. Students will be Naturalistic
required to write at least three bullet points about the characteristics of each Musical
class. Students will be informed that these notes will be used later on for an Intrapersonal
activity. Kinesthetic
- Students will then be divided into a group of five by the teacher. Students
will create a shared Google Doc for taking notes on the social classes.
Students will be responsible for adding their notes from the video to the
document, as well as add additional notes that they will take from reading
the article titled “Wealth and Culture in the South”
https://courses.lumenlearning.com/ushistory1os2xmaster/chapter/wealth-
and-culture-in-the-south/. Students will use the Chromebook extension Read
& Write to mark up the text, as needed. Students will be given ten minutes
to complete the reading and notes for their social class.
- Students will then use Canva to create an infographic that shows the major
classes found in the antebellum South: plantation owners, small farmers
with slaves, farmers without slaves, free Blacks, and slaves. Students will
need to include at least one image per class and provide bullet points of
information that describes at least four main characteristics of each class.
Students will be graded according to the Infographic Rubric. Students will
have fifteen-to-twenty-minutes to create their infographic. Students will
check in with the teacher at least once as they work on the infographic to
demonstrate progress, as well as receive feedback on how to improve the
infographic.
- Once students have completed their infographic they will submit it by
adding it to the class Google Drive folder. Students will then keep their
infographics up on one Chromebook, students will then complete a gallery
walk, in which every group will rotate to look at each infographic that was
created. Students will spend five minutes doing a silent gallery walk before
returning to their seats.
- Students will then participate in a class discussion using Padlet. Students
will post three things that they have learned about the social class structure
in the antebellum South, as well as respond to three people’s posts. Students
will write their first and last name on their Padlet post, in order to receive
participation points for the day.
Day 6: Geography of a Plantation: Part 1

- The teacher will set a digital timer on the teacher’s desktop for 3 minutes.
Using a Chromebook, students will work independently to use Google or
Bing search engines to define “plantation” using an online dictionary or
encyclopedia. Students will write the definitions in their own words and post
their note on the class’ Padlet, and add their first and last name, so the teacher Intrapersonal
can identify what students posted each response. The teacher will check off Naturalistic
next to each student’s name on the printed roster if he or she participated in Interpersonal
the Padlet. Verbal
- The teacher will have students keep the Padlet page open. In another tab, have Logical-
them sign in to their Google Drive account. The teacher will model for Mathematical
students using the teacher’s desktop computer and the document camera how Interpersonal
to create a new Google Doc and title it “Antebellum Slavery Notes.” Students Kinesthetic
will create a new Google Doc and give it the same title. Then, as the first set Visual-Spatial
of notes, the teacher will have students copy and paste the class’ definition of
plantations from the Padlet page, which the teacher will model for the class.
Then the teacher will explain to students that they will have ten minutes to
work independently to read an article on slave plantations in the South, found
at http://www.pbs.org/wgbh/aia/part4/4p2956.html, and answer the following
questions on their Google Doc in at least two sentences:
1. What was the average size of a plantation in terms of the number of slaves
who worked there?
2. What types of crops were commonly grown on plantations?
3. What were the working conditions and living conditions for slaves on
plantations?
4. How were slave women treated differently than slave men?
5. How did the Southern laws and courts keep control of slaves?
6. How did slaves use their communities and religious practices to help survive
working on a plantation?
7. If you were a slave, would you try to run away or revolt? Why or why not?
- At the ten-minute mark the teacher will do a progress check of the class by
having students do thumbs up if they are done, or thumbs down for more two-
to-three minutes of more time. Students will email a copy of their answers to
the teacher, to receive participation points for completing the notes.
- Students will then go to YouTube to watch a virtual tour of Boone Hall
Plantation, https://www.youtube.com/watch?v=2q_9euUyOk0. Students will
watch the 11-minute tour on their Chromebooks, focusing on what the
environment is like at a plantation, its features, and what it would be like to
live there. Afterwards, students will do a hand-up, stand-up, pair-up, raising
their hands and finding a student from the other side of the room to stand and
discuss two things that they learned from the video for 90 seconds. The
teacher will set the digital timer so that students know how long they have to
discuss with their first partner. Students will then do a second hand-up pair-up
to find a partner from another side of the room, sharing two other things that
they learned from the video. Students will then return to their seats.
- The teacher will pass out a rubric and introduce students to a Google Earth
Pro Tour presentation that they will be working on with a partner.

- The teacher will go over the details of the rubric and explain that students
must work in their pairs create a one-page narrative of their imaginary Logical-
Southern plantation and a Google Earth Pro Tour that has at least four Mathematical
pinned locations. Pairs will then deliver a five-to-six-minute presentation of Visual-Spatial
their Google Earth Pro Tour. Kinesthetic
- The teacher will have students follow along on their Chromebooks as the Interpersonal
teacher models how to do the following features on Google Earth Pro Tour: Verbal
1. Zooming in and out of a location, showing the view of the earth, the view of a Naturalistic
continent, the view of a state, and street view of a specific location
2. Creating a pin, a saved location that the presentation will go to
3. Titling a pin
4. Adding a website, typed paragraphs, images, and videos to a pin
5. Changing the order of pins (multiple locations that will be discussed)
6. How to correctly save the presentation and send it as a file via email
- The teacher will set the digital timer for 20 minutes. During this time students
will choose their partner and use their Chromebooks to create a shared Google
Doc, which they will title “Google Earth Pro Tour Narrative.” Students will
use their notes from the earlier lessons on Southern crops, the PBS article
from the class before, and use Google or Bing search to research plantations
in a particular Southern state (Virginia, South Carolina, North Carolina,
Tennessee, Georgia, Maryland, Texas). Students will need to determine what
crops were commonly grown in plantations in that state, and where most
slaves came from (internal slave trade in North America, a specific region in
Africa, the Caribbean). Students will parenthetically cite in their fictional
historical narratives of their plantation, which will include the following
information:
1. The location of the plantation (city, state)
2. The title of the plantation
3. The name of the owner
4. The name of the owner’s family members
5. The ages of the owner and his family members
6. The number of slaves that the plantation has
7. Where the slaves come from (a specific region in Africa, the Caribbean,
another colony/state in North America)
8. The crop or crops that the plantation grows
9. Where the crops are sold to (must choose one location in either North
America, the Caribbean, or Great Britain)
10. The different ways that buyers used the crops
- Students will need to check in with the teacher at least once to receive
feedback.
- For another 12 minutes, the teacher will explain that students will work on
one of the two following options: complete the narrative rough draft, or, begin
the Google Earth Pro Tour. By the end of the period, all pairs need to at least
have a completed narrative rough draft. Student pairs that are creating pins of
their three locations will need to decide what level of zoom they will use for
their presentation (Earth view, continent view, state/colony view, street view).
At the 12-minute mark, the teacher will remind students that they need to
check in at least once by the end of the period.

- The teacher will set the digital timer for 10 minutes and explain that after the Verbal
10 minutes that students need to show the teacher their progress on the Interpersonal
project, that they must have a title for their Google Earth Pro Tour, that there Visual-Spatial
are three pins, that each pin has a title that includes its subject (plantation, Logical-
slave origin, customer location) and its actual location (City, State; or, Mathematical
Country, Continent). Students will work with their partners using the Intrapersonal
Chromebooks to complete these elements before adding the additional Naturalistic
elements (primary source image, video, website, etc.) that are required to be
added to the tour. Students can ask the teacher for help if there are technical
problems. Students will receive a check next to their name on the roster as
confirmation that they are meeting the check points.
- The teacher will set the digital timer for 25 minutes for the second check point
activity. Students will need to check in with the teacher at least once to
demonstrate progress, as well as receive constructive feedback on their
presentations. Students will work with their partner to use Google or Bing as a
search engine in order to find the following elements that must be included in
the three pins of the tour presentation:
1. 1 primary source picture of a plantation building, slave quarters, a slave, the
crop itself, etc. with an MLA citation.
2. 1 video that is related to the plantation narrative. The video must also play, as
part of it will be played during the presentation.
3. 1 website with a complete MLA citation. Students must explain either
verbally or in a text box what the website is, what the content is, and how it
helps with the audience understanding the plantation.
4. 2 textboxes in total with relevant information to the plantation and complete
MLA citations of any sources used at the end of the text box.
- For the last nine minutes of class, students will continue to work on their
presentation. If students are done, they will begin practicing their
presentation with their partner.
Day 9: Geography of a Plantation: Part 4: Presentations Verbal

- The entire period will be dedicated to student pairs presenting their Google Interpersonal
Earth Pro Tours to the class, using the teacher’s desktop and the projector to Visual-Spatial
show the class their project. The class has a total of ten pairs. The teacher will Logical-
assign the order of the pairs, in order to maximize class time for the Mathematical
presentations. Students will be graded according to the rubric, and will receive Naturalistic
their overall scores of the narrative, tour, and presentation by the beginning of Intrapersonal
next week.
Day 10: Lifestyles of a Southern Slave

- The teacher will introduce students to their project, an interactive poster that Intrapersonal
focuses on the lifestyle of a Southern slave. The teacher will explain that Visual-Spatial
students will be creating a poster with a collage and an oral explanation that Logical-
can be further accessed using QR codes and the augmented reality called HP Mathematical
Reveal. Before the teacher explains the requirements found on the Lifestyle Naturalistic
of a Slave Rubric, students will watch a short 2-minute and 21-second video Verbal
on YouTube, https://www.youtube.com/watch?v=XX993jgeQ0M. This Musical
video defines augmented reality and shows various ways that augmented Kinesthetic
reality applications can make interacting with the world more enjoyable.
The teacher will then inform the class that their posters will include a
collage, background music for the collage, an audio recording of themselves
discussing the collage, a slave narrative, and an audio recording of their
analysis of the slave narrative. Students will be informed that their projects
will be used during a gallery walk of the class to build everyone’s
understanding of slaves’ lives.
- Students will first work independently with a digital tool that they are
comfortable with, Google Docs. Students will have five minutes to read and
take notes on the document titled Slave Life on a Southern Plantation, found
on
https://www.lee.k12.nc.us/cms/lib03/NC01001912/Centricity/Domain/1464/
Slave%20Life%20on%20a%20Southern%20Plantation.pdf. Students will
focus on the following essential question: What was daily life like for a
slave working on a plantation? Using Evernote, students will hypothesize
and write a checklist of what a slaveholder and a slave would do during the
antebellum period.
- Students will then be instructed to create a collage that represents the daily
life of a slave. Students will use the free collage creator, befunky,
https://www.befunky.com/create/collage/. Students will create a collage
only using images found on Google or Bing search engines to depict the
daily life of a Southern slave. Students will use their Google Docs notes as a
reference. Students must have a minimum of six relevant images, with one
image of the crop or environment of the plantation being drawn by the
student. Before students begin creating their collages, the teacher will model
for the class how to choose a template and include images. After the
demonstration, students will have fifteen minutes to complete their collages.
Any students who have not finished will complete their collage at home as
homework.
- For the last 8-to-10 minutes of class, students will work on reading the
slave narrative, found on
http://www.vgskole.net/prosjekt/slavrute/primary.htm. The teacher will
assign each student one narrative account for their project. Students will
take notes on a Google Doc based on the following requirements for their
recorded 2-to-3-minute discussion of the primary source document:
1. The name of the person who wrote the narrative
2. The role of the person (slave, slave owner, tradesman, etc.)
3. Summary of three main points in the narrative
- If students complete reading and taking notes on the slave narrative,
students can begin to record themselves discussing the narrative using
QuickTime audio recording on their iPads, or Audio Recorder on their
phones. Students will save their audio files to their Google Drive.
Day 11: Lifestyles of a Southern Slave: Narrative Posters, Continued

- The class will spend the first part of the lesson outside. On their iPads, Intrapersonal
students will use QuickTime’s audio recording feature, or the Audio Visual-Spatial
Recorder on their phones to record themselves discussing the slave Logical-
narrative. Students will have ten minutes to work on their recordings and Mathematical
save their audio files to their Google Drive. Students will be graded Verbal
according to the Lifestyle of a Slave Rubric. Students will need to include Musical
the following in their 2-to-3-minute recording:
1. The name of the person who wrote the narrative
2. The role of the person (slave, slave owner, tradesman, etc.)
3. Summary of three main points in the narrative
- Once all students are back in the classroom, the teacher will then model for
the students how to take their audio files and create a QR code for them,
using qr-code-generator, https://www.qr-code-generator.com/. Students will
create a QR code of their discussion of the slave narrative and save a copy
in their Google Drive.
- Then, students will work on finding background music for their collage,
which will be added as a hidden file using the HP Reveal application.
Students will use Bensound, a website with free, royalty-free music,
https://www.bensound.com/royalty-free-music/2 .
- http://textbooks.wmisd.org/Downloads/8th/8thChapter9.pdf. Students need
to find a song that appropriately matches the story that is being told in their
collage about the life of slaves.
- For homework, students are expected to put together their posters on a
Google Doc. Students will need to email their collages to the teacher before
next class period.
Day 12: Slave Narrative Tour and Escaping Slavery

- Students will access their Google Doc posters, which will be put on iPads Interpersonal
for students to access throughout the room. Students will then be randomly Intrapersonal
assigned to experience three posters. Students will use their phones to access Logical-
the additional information that is found using the QR codes. Students will Mathematical
have fifteen minutes to learn about different slave experiences by listening Visual-Spatial
to the descriptions, analyzing the images, and thinking about how their Verbal
project’s narrative relates. Musical
- When the class is done, students will stand next to their posters. The teacher Kinesthetic
will then ask the class to come up with three common themes that were
found in the slave narratives. Students will verbalize their responses.
- The teacher will then have students transition to the next activity. Students
will learn about the secret coding system that slaves used in order to write
letters to each other about their planned escapes. Students will first watch a
five-minute video on the Underground Railroad and the concept of the
North as being “free” according to state laws,
https://study.com/academy/lesson/what-was-the-underground-railroad-
history-facts-route.html. Students will use Google Docs to fill out a 5-3-1
set of notes. Students will write five bullet points of information that they
learned, three historical figures who were important to the Underground
Railroad, and one question that the student has about escaping by land.
- After students watch the video, the class will go to Google Classroom to
read the essential question of the lesson: How did slaves plan to escape their
owners using letters? Students will have two minutes to hypothesize with an
elbow partner how letter-writing was used by slaves to escape their
bondage. After the two minutes, students will then be instructed to open up
a tab in their iPads to the following website:
http://teacher.scholastic.com/activities/bhistory/underground_railroad/secret
_letter.htm. The teacher will explain that students will learn about the secret
coding that slaves used to share with and plan other slaves and Underground
Railroad volunteers how they will escape. Students will use the coding
mentioned on this webpage in order to write their own letter, which will be
passed along the “Underground Railroad.” Students will be divided into two
groups: escapee and Underground Railroad assistant. Students be assigned
pairs. As a pair, students will use Google Docs to write two narrative letters
as a slave who is trying to escape a Southern plantation to reach the free
states of the North, or as someone trying to help the slave. Student pairs will
be assigned a role by the teacher. Students will have seven minutes to write
their two half-page letters.
- Students will then go outside to complete a scavenger hunt activity, in
which they must walk around and locate the next pair that their letter must
be passed to. Students will know who they are to converse with because
students will be given colors that they must write at the top of their letters
(Red, Green, Blue, or Yellow). Students will find another person who is of
the same group and will share their letters. The escapee will share first by
reading their response out loud, followed by the Underground Railroad
assistant. The pairs will then use the codes to write a response to the other
pair, before leaving to find another person who is part of their escape. In
total, students will meet with two other pairs, a mixture of fellow escapees
and Underground Railroad assistants. In the end, students will have four
responses. Students will have 12 minutes for the activity.
- When the class is done, all students will return to the classroom and put
away the iPads.
Day 14: Choosing a Region: The North or the South: Part 1 Interpersonal
- The teacher will introduce the students to the topic of the lesson, choosing Intrapersonal
either the North or the South to live in as a Black person in the 1800s. The Naturalistic
teacher will go over the rubric of the final assignment for the unit. Students Logical-
will follow along as the teacher explains the North or the South Rubric. Mathematical
Students will be divided into groups of four in order to work on a Visual-Spatial
collaborative project that demonstrates learning of the living situation that Verbal
free and enslaved Blacks faced living in both the North and the South during Musical
the antebellum period. Students will need to use their notes from the unit, as Kinesthetic
well as research to find primary and secondary sources that will support
their stance as to whether they would want to live in the North or the South
as a slave, with specific justifications for their reasoning. Students will be
able to choose from one of the four options for their final project:
1. A Google Earth Pro Tour presentation (5-7 minutes)

2. A multimedia presentation with recorded video and audio (5-7 minutes)
3. A four-member blog with at least one one-page entry per group member
4. A five-paragraph essay (3-4 pages) with MLA citations
- Regardless of the format chosen, all students will be required to use a

minimum of four written primary sources, one primary source picture, three
written or video secondary sources from a credible source, and their notes
from the unit.
- Before the teacher begins the final lesson on the North and the South,
students will vocalize what method they will choose. For students who
choose the paper, they will be working alone. For all other students, they
will be assigned into four-person groups by the teacher, based on the
student’s preferences for the version of their final project. Students will be
informed that they must check in with the teacher at least three times during
the period to show progress of work.
- All students will then break off into their groups or individual work. All
students will begin by using the Google search engine, to gather three
primary sources and three secondary source articles or websites using the
database from Brown University http://libguides.brown.edu/ that discuss the
differences between antebellum slavery in the North versus the South. Then,
students will use these sources to evaluate the political, social, and
economic inequality of free Blacks, slaves, small farmers, small slave
owners, women (White or Black), and plantation owners to construct an
organizational chart using Canva that reflects the hierarchical system found
in Southern Plantation Society versus Northern society. This chart will be
included in all four versions of the final project as evidence of research.
Students will then use the information from their organizational chart and
notes on the primary and secondary sources to begin their final project. All
students will also write down in their notes on a Google Doc that for
information on how to cite sources using MLA format to use Owl Purdue,
MLA format, https://owl.english.purdue.edu/owl/resource/747/24/
- For the multimedia project (Visual-Spatial, Verbal, Interpersonal,

Intrapersonal, Logical-Mathematical, Naturalistic, Musical): Using the
iPads, students will work together to use iMovie to create and edit a five-to-
seven-minute multimedia presentation on whether or not they would prefer
to live in the North or the South as a slave living in the 1800s. Students will
find royalty free music that they can legally download on Bensound to add
to their videos: https://www.bensound.com/royalty-free-music/2 . For the
first day, students working on the multimedia presentation are expected to:
1. Outline on a Google Doc their thesis and three sub-theses explaining why
they will prefer to live in one region over another. Each sub-thesis needs
three bullet points of sub-arguments that support it
2. Find their background music song
3. Find their three primary source images (minimum) and include it in the
presentation
4. If time, audio record at least one person introducing the group members to
the audience as the introduction to the presentation
- For the Google Earth Pro Tour project (Visual-Spatial, Verbal,

Interpersonal, Logical-Mathematical, Naturalistic, Kinesthetic): Using the
Chromebooks, students will work together to create a five-to-seven-minute
presentation on whether they would prefer to live in the North or the South
as a slave living in the 1800s. Students will need to include a minimum of
three pinned locations; one primary source image; three written primary
source documents; a minimum of three secondary source articles, websites
or videos to be included; three text boxes with citations. For the first day,
students are expected to complete:
1. In a Google Doc: Identify their main argument of where they would prefer
to live; three sub-thesis points; at least two sub-points per minor argument
2. Pin their three locations
3. Title their three pins
4. Find their one (minimum) primary source image and add it to one of the
pins
- For the individual essay (Logical-Mathematical, Intrapersonal, Verbal):

Using the Chromebooks, students will use Google Drive to write their five-
paragraph, three-to-four-page essay. For the first day students will complete
the following:
1. Write a thesis statement
2. Outline three sub-theses and three supporting points per sub-thesis
3. Include one image as a separate page at the end of the paper
4. Begin writing a rough draft introduction paragraph
- For the blog project (Visual-Spatial, Interpersonal, Intrapersonal, Logical-

Mathematical, Verbal): Using the Chromebooks or the iPads, students will
use Blogger to create a group blog. For the first day students will complete
the following:
1. Outline the argument with a thesis, three sub-theses, and three supporting
points per sub-thesis
2. Signing into Blogger using their Google Account
3. Creating and sharing a blog template that all members will work on
4. Assigning roles: intro and thesis blog, sub-thesis one, sub-thesis two, sub-
thesis three, conclusion
5. Choosing a background/theme Interpersonal
6. Titling the blog Intrapersonal
Logical-
Day 15: Choosing a Region: The North or the South: Part 2 Mathematical
Students will continue to work on their final products. Students are required to Visual-Spatial
check in with the teacher a minimum of three times during the period to show Verbal
progress. Musical
- For the multimedia presentation groups: Students will be responsible for Kinesthetic
completing the following during the period:
1. Finish introduction audio recording
2. Divide the project into assigned roles (Who will speak when) and write this
down on a Google Doc)
3. Write a script of what you (the individual member) will say in a shared
Google Doc
4. Begin using the iPads to use QuickTime to record individual videos of
speakers. This can be done outside of the classroom. Have at least 1/2 of
each individual's video done.
- For the Google Earth Pro Tour groups: Students will complete:
1. outlining their argument on their Google Doc
2. Include their three written primary source URLs and images into their three
pinned locations
3. Complete at least one of the three text boxes that will include additional
information from their three secondary sources that supports their argument
- For the blog groups: Students will be responsible for completing the
following during the period:
1. Gather at least three images for the blog that relate to the thesis or sub-
theses
2. find one video that covers relevant information that supports your argument
3. find one map that shows the Underground Railroad
4. begin writing short paragraphs or bullet points that support each argument
(Have at least the introduction done)
- For students who are writing the essay, they will be responsible for
1. Write at least one body paragraph, including in-text citations of the primary
and secondary sources used
2. proof read written paragraphs (introduction and body paragraph and edit Interpersonal
3. If time, continue with writing the next body paragraph Intrapersonal
Logical-
Day 16: Choosing a Region: The North or the South: Part 3 Mathematical
Students will continue to work on their final products. Students are required to Visual-Spatial
check in with the teacher a minimum of three times during the period to show Verbal
progress. Musical
- For the multimedia presentation groups: Students will be responsible for
1. Complete recording videos of each person speaking, explaining the
arguments for the region chosen
2. Put together the videos, images, and background music
3. Begin editing so that transitions are smooth, and so the presentation does not
go over time
4. Homework: Finish editing the presentation. Play through it at least once to
ensure that all audio and the background music work. One student needs to
email the presentation file to the teacher by 8 a.m. the next day, along with a
Word document of the citation page, in MLA format, and every student’s
North versus South Class System Organizational Chart.
- For the blog groups: Students will complete the following:

1. finish all entries (three sub-theses with sub-arguments, conclusion)
including the images, map, video
2. Write student name next to the title of the blog entry that he or she wrote
3. Write citations at the bottom in MLA format
4. Include every student’s North versus South Class System Organizational
Chart at the bottom of the student’s blog entry
5. Homework: Finish editing the blog. One person will need to email the blog
URL to the teacher before 8 a.m. the next day.
- For the Google Earth Pro Tour Groups: Students will be responsible for
1. Finish typing all three text boxes (one per pinned location)
2. Write their citation page of all primary and secondary sources used in
Google Docs using MLA format using OWL Purdue,
https://owl.english.purdue.edu/owl/resource/747/24/, to ensure citations are
correct.
3. Plan on a Google Doc or a Google Keep note who will discuss what
elements of the presentation
4. Practice their entire timed presentation at least once from start to finish
5. Individuals will write necessary information on their own notecards
(notecards are optional but encouraged)
6. Homework: One person will need to email the presentation, the completed
citation as a Word document, and every student’s North versus South Class
System Organizational Chart to the teacher before 8 a.m. the next day.
- For students completing the individual paper: Students will complete the
following
1. Finish writing body paragraphs two and three
2. Proof read written paragraphs and edit
3. Begin writing conclusion
4. Homework: Finish conclusion, edit conclusion, include Works Cited page in
MLA format, email essay and the North versus South Class System
Organizational to the teacher before 8 a.m. the next day. Interpersonal
Intrapersonal
Day 17: Choosing a Region: The North or the South: Part 4 Logical-
- By the start of class, all students will have emailed a copy of their projects Mathematical
to the teacher (Word Document of the essay; URL of the blog; file of the Visual-Spatial
Google Earth Pro Tour and Word Doc of the citations page; URL of the Verbal
iMovie multimedia project and Word Doc of the citations page) Musical
- Students who chose to complete the multimedia project or the Google Earth Kinesthetic
Pro Tour project will present in front of the class first. Groups will be Naturalistic
chosen at random for the order. Students who wrote the essay will have two-
to-three minutes to summarize their paper’s argument to the class. Students
who completed the blog entry will bring up their blog for the class using the
projector and teacher’s desktop. The blog groups will have two-to-three
minutes to present their blog and argument to the class. All groups will have
enough time to present this day.
Product: Intelligences:
No Rubric Required:
1. Google Docs notes on African slavery (Lesson 1) Intrapersonal
Logical-
Mathematical
Naturalistic
Verbal
2. Google Keep map observations (Lesson 1) Intrapersonal

Logical-
Mathematical
Naturalistic
Visual-Spatial
Verbal
Naturalistic
3. LucidChart Semantic Map: Chattel (Lesson 1) Visual-Spatial
Intrapersonal
Logical-
Mathematical
Verbal
4. Evernote notes on the purpose of slavery (Lesson 2) Intrapersonal

Logical-
Mathematical
Verbal
5. Google Classroom discussion on slave ranking (Lesson 2) Intrapersonal

Interpersonal
Logical-
Mathematical
Naturalistic
Verbal
6. Google Docs 3-column chart on the origins of slavery (Lesson 2) Intrapersonal

Logical-
Mathematical
Naturalistic
Verbal
7. Google Doc slave imports/exports list (Lesson 2) Intrapersonal

Logical-
Mathematical
Naturalistic
Verbal
8. Sutori slave trade timeline (Lesson 2-3) Intrapersonal

Logical-
Mathematical
Naturalistic
Visual-Spatial
Verbal
9. Evernote notes on the anatomy of a slave ship (Lesson 3) Intrapersonal

Logical-
Mathematical
Naturalistic
Visual-Spatial
Verbal
Interpersonal
10. Padlet discussion on the anatomy of slave ships (Lesson 3) Intrapersonal
Logical-
Mathematical
Naturalistic
Visual-Spatial
Verbal
Interpersonal
11. Google Docs geography and agriculture of the South notes (Lesson 4) Intrapersonal
Logical-
Mathematical
Naturalistic
Verbal
Logical-
12. Scrible lyrics annotations (Lesson 4) Mathematical
Musical
Intrapersonal
Verbal
13. Google Keep list of cotton’s effects on slavery (Lesson 4) Intrapersonal

Logical-
Mathematical
Naturalistic
Verbal
Intrapersonal
14. Evernote notes on Southern plantation society (Lesson 5) Logical-
Mathematical
Naturalistic
Verbal
15. Google Doc notes on social classes in the South (Lesson 5) Intrapersonal
Logical-
Mathematical
Naturalistic
Verbal
16. Padlet discussion on social classes in the South (Lesson 5) Intrapersonal

Interpersonal
Verbal
17. Padlet discussion on plantations (Lesson 6) Intrapersonal

Interpersonal
Verbal
Intrapersonal
18. Google Doc notes on article on the Southern plantations (Lesson 6) Logical-
Mathematical
Verbal
19. Google Doc Google Earth Pro Tour narrative (Lesson 7) Intrapersonal
Logical-
Mathematical
Interpersonal
Naturalistic
Verbal
Intrapersonal
20. Google doc notes on slave life on a Southern plantation (Lesson 10) Logical-
Mathematical
Verbal
21. Befunky collage on slave life (Lesson 10) Intrapersonal

Visual-Spatial
22. Google Doc notes on a specific slave narrative (Lesson 10) Intrapersonal
Logical-
Mathematical
Verbal
23. Google Docs 5-3-1 notes on the Underground Railroad (Lesson 12) Intrapersonal
Logical-
Mathematical
Verbal
Intrapersonal
24. Google Doc slave letters for/during scavenger hunt (Lesson 12) Interpersonal
Logical-
Mathematical
Kinesthetic
Verbal
Rubric Required:
Fishbone Diagram Rubric: Day 4 Visual-Spatial

Logical-
Beginning Adequate Proficient Exemplary Score
(1) (2) (3) (4) Mathematical
Intrapersonal
Verbal
Organization The student The student The student The student
and Design is missing has included has included has included
the use of at at least 1 at least 1 at least 2
least 1 shape different different different
or 1 type of shape and 1 shape and 1 shapes and 1
line to show type of line type of line type of line
the process that does with an with an arrow
of cause and not have an arrow to to show the
effects. The arrow to show the process of
title is show the process of cause and
missing or process of cause and effect, and
illegible. cause and effect, and the difference
effect, and the between
the difference causes and
difference between effects. The
between causes and chart also
causes and effects. The includes a
effects. The chart also visible title.
chart also includes a
includes a visible title.
visible title.
Details The student The student The student The student
has included has included has included has included
2 or fewer at least 3 at least 4 at least 5
effects that effects that effects that effects that
the cotton the cotton the cotton the cotton gin
gin had on gin had on gin had on had on the
the slave the slave the slave slave trade in
trade in the trade in the trade in the the South.
South. South. South.
Accuracy The student The student The student The student
has provided has has provided has provided
at least 1 provided at at least 1 at least 1
reference least 1 reference reference

from the reference from the from the
video or the from the video or the video or the
article from video or the article from article from
class to article from class to class to
support each class to support each support each
of the 2 or support of the 4 of the 5 ways

fewer ways each of the ways that that the
that the 3 ways that the cotton cotton gin
cotton gin the cotton gin impacted impacted the
impacted the gin the slave slave trade in
slave trade in impacted trade in the the South.
the South. the slave South.
trade in the
South.
Geography of a Plantation: Google Earth Pro Tour Rubric: Days 6-9

Interpersonal
Beginning Adequate Proficient Exemplary Score
Intrapersonal
(1) (2) (3) (4)
Verbal
Narrative Narrative is Narrative is Narrative is Narrative
Naturalistic
missing missing two missing one includes all
Logical-
three or of the of the of the
Mathematical
more of the following following following Kinesthetic
following elements: elements: elements:
elements: Narrative Narrative one page of
one page of includes all includes all double-
double- of the of the spaced
spaced following following typed text,
typed text, elements: elements: the location
the location one page of one page of of the
of the double- double- plantation,
plantation, spaced spaced the name
the name typed text, typed text, and ages of
and ages of the location the location the slave
the slave of the of the owner and
owner and plantation, plantation, his family,
his family, the name the name the location
the location and ages of and ages of that the
that the the slave the slave slaves
slaves owner and owner and originated
originated his family, his family, from, and
from, or the the location the location the location
location thatthat the that the that the
the crops slaves slaves crops are
are sold to. originated originated sold to.
from, or the from, or the
location that location that
the crops the crops
are sold to. are sold to.
Google Google Google Google Google
Earth Pro Earth Pro Earth Pro Earth Pro Earth Pro
Tour Project Tour project Tour project Tour project Tour project
is missing is missing is missing includes all
two of the two of the one of the of the
following following following following
elements: elements: elements: elements:
Title, 3 Title, 3 Title, 3 Title, 3
locations locations locations locations
(plantation, (plantation, (plantation, (plantation,
slave origin, slave origin, slave origin, slave origin,
where crops where crops where crops where crops
are sold to), are sold to), are sold to), are sold to),
1 video with 1 video with 1 video with 1 video with
citation, 1 citation, 1 citation, 1 citation, 1
map with map with map with map with
primary primary primary primary
source with source with source with source with
website with website with website with website with
text boxes. text boxes. text boxes. text box.
Presentation Presentation Presentation Presentation Presentation
is not within is not within is within the is within the
the 4-5- the 4-5- 4-5-minute 4-5-minute
minute minute requirement. requirement.
requirement. requirement. Both Both
Only one Both students students
student students speak at speak at
speaks. speak at least twice. least twice.
Students least once. Students Students
zoom into Students zoom into zoom into
their three zoom into their three their three
pinned their three pinned pinned
locations. pinned locations. locations
Students locations. Students and discuss
miss three Students miss their
or more of miss discussing plantation
the discussing one of the name and
following two of the following location, the
elements: following elements: owner and
their elements: their his family,
plantation their plantation the slaves,
name and plantation name and the origin of
location, the name and location, the the slaves,
owner and location, the owner and the
his family, owner and his family, plantation's
the slaves, his family, the slaves, crops,
the origin of the slaves, the origin of where the
the slaves, the origin of the slaves, crops are
the the slaves, the sold, and
plantation's the plantation's what
crops, plantation's crops, resources (1
where the crops, where the image, 1
crops are where the crops are video, 1
sold, or crops are sold, or website, 1
what sold, or what map, 1 text
resources (1 what resources (1 box) were
image, 1 resources (1 image, 1 used and
video, 1 image, 1 video, 1 included.
website, 1 video, 1 website, 1
map, 1 text website, 1 map, 1 text
box) were map, 1 text box) were
used and box) were used and
included. used and included.
included.
Lifestyle of a Slave Rubric: Days 10-12

Visual-Spatial
Interpersonal
Intrapersonal
Naturalistic
Logical-
Mathematical
Verbal
North or the South Rubric: Days 14-17
Visual-Spatial
Beginning Adequate Proficient Exemplary Score Interpersonal
(1) (2) (3) (4) Intrapersonal
Organi The product The product The product is The product is The product Naturalistic
zation is missing is missing missing two missing one of is organized Logical-
four or more three of the of the the following: with: one title Mathematical
of the following: following: one title at the at the Musical
following: one title at one title at the top/beginning; top/beginning Verbal
one title at the top/beginning an ; an
the top/beginnin ; an introduction introduction
top/beginning g; an introduction with a thesis with a thesis
; an introduction with a thesis at the end; at the end;
introduction with a thesis at the end; three sub- three sub-
with a thesis at the end; three sub- theses, and at theses, and at
at the end; three sub- theses, and at least three least three
three sub- theses, and least three sub-arguments sub-
theses, and at at least three sub- per sub- arguments per
least three sub- arguments per theses; a sub-theses; a
sub- arguments sub-theses; a conclusion; a conclusion; a
arguments per sub- conclusion; a Works Cited Works Cited
per sub- theses; a Works Cited page at the page at the
theses; a conclusion; page at the end. end.
conclusion; a a Works end.
Works Cited Cited page
page at the at the end.
end.
Persuas Four or more Three of the Two of the One of the The thesis
iveness of the following following are following are and sub-
following are are missing: missing: the missing: the theses are
missing: the the thesis thesis and thesis and arguable and
thesis and and sub- sub-theses are sub-theses are are supported
sub-theses theses are arguable and arguable and by three sub-
are arguable arguable and are supported are supported arguments for
and are are by three sub- by three sub- each sub-
supported by supported by arguments for arguments for thesis. Each
three sub- three sub- each sub- each sub- sub-thesis and
arguments arguments thesis. Each thesis. Each sub-
for each sub- for each sub- sub-thesis sub-thesis argument is
thesis. Each thesis. Each and sub- and sub- relevant to
sub-thesis sub-thesis argument is argument is the main
and sub- and sub- relevant to the relevant to the argument. At
argument is argument is main main least three
relevant to relevant to argument. At argument. At primary
the main the main least three least three sources and
argument. At argument. At primary primary three
least three least three sources and sources and secondary
primary primary three three sources are
sources and sources and secondary secondary cited to
three three sources are sources are support the
secondary secondary cited to cited to overall
sources are sources are support the support the argument.
cited to cited to overall overall
support the support the argument. argument.
overall overall
argument. argument.
Partici Four or more Three of the Two of the One of the For the paper, it
pation of the following following are following is passes the
following are are missing: missing: Turnitin.com

missing: missing: For the paper, For the paper, submission of
For the For the it passes the it passes the having 15% or
paper, it paper, it Turnitin.com Turnitin.com less
passes the passes the submission of submission of "plagiarism."
Turnitin.com Turnitin.co having 15% or having 15% or The student
submission m less less presented his or
of having submission "plagiarism." "plagiarism." her paper to the
15% or less of having The student The student class without
"plagiarism." 15% or less presented his presented his assistance.
The student "plagiarism. or her paper to or her paper to ____________
presented his " The the class the class For the blog:
or her paper student without without Each student
to the class presented assistance. assistance. completed at
without his or her ___________ ___________ least one entry
assistance. paper to the For the blog: For the blog: for one of the
__________ class Each student Each student five parts of the
For the blog: without completed at completed at blog
Each student assistance least one entry least one entry (Introduction,
completed at _________ for one of the for one of the three
least one For the five parts of five parts of arguments,
entry for one blog: Each the blog the blog conclusion).
of the five student (Introduction, (Introduction, Every student
parts of the completed three three spoke at least
blog at least one arguments, arguments, once during the
(Introduction entry for conclusion). conclusion). presentation.
, three one of the Every student Every student Every student
arguments, five parts of spoke at least spoke at least submitted their
conclusion). the blog once during once during North or South
Every student (Introductio the the Class Structure
spoke at least n, three presentation. presentation. Chart.
once arguments, Every student Every student ____________
during the conclusion) submitted submitted For the
presentation. . Every their North or their North or Google Earth
Every student student South Class South Class Tour: each
submitted spoke at Structure Structure student
their North or least once Chart. Chart. participated in
South Class during the ___________ ___________ writing the
Structure presentation For the For the outline of the
Chart. . Every Google Earth Google Earth group's
__________ student Tour: each Tour: each argument,
For the submitted student student everyone spoke
Google Earth their North participated in participated in at least once.
Tour: each or South writing the writing the Every student
student Class
participated outline of the outline of the submitted their
in writing the Structure group's group's North or South
outline of the Chart. argument, argument, Class Structure
group's _________ everyone everyone Chart.
argument, For the spoke at least spoke at least ____________
everyone Google once. Every once. Every For the
spoke at least Earth Tour: student student multimedia
once. Every each student submitted submitted project: Each
student participated their North or their North or student worked
submitted in writing South Class South Class on the group's
their North or the outline Structure Structure outline and
South Class of the Chart. Chart. script of their
Structure group's ___________ ___________ argument. Each
Chart. argument, For the For the student spoke
__________ everyone multimedia multimedia once to cover
For the spoke at project: Each project: Each one of the
multimedia least once. student student completed at
project: Each Every worked on the worked on the least one of the
student student group's group's outline five parts
worked on submitted outline and and script of (Introduction,
the group's their North script of their their three
outline and or South argument. argument. arguments,
script of their Class Each student Each student conclusion).
argument. Structure spoke once to spoke once to Every student
Each student Chart. cover one of cover one of submitted their
spoke once to _________ the completed the completed North or South
cover one of For the at least one of at least one of Class Structure
the multimedia the five parts the five parts Chart.
completed at project: (Introduction, (Introduction,
least one of Each three three
the five parts student arguments, arguments,
(Introduction worked on conclusion). conclusion).
, three the group's Every student Every student
arguments, outline and submitted submitted
conclusion). script of their North or their North or
Every student their South Class South Class
submitted argument. Structure Structure
their North or Each Chart. Chart.
South Class student
Structure spoke once
Chart. to cover one
of the
completed
at least one
of the five
parts
(Introductio
n, three
arguments,
conclusion).
Every
student
submitted
their North
or South
Class
Structure
Chart.
Primar There are two There are at There are at There are at There are at least
y and or fewer three four primary five primary three
Second primary and primary and and secondary and secondary written primary
ary secondary secondary sources in sources in sources and
Source sources in sources in total. total. three secondary
s total. total. sources.
Additio One or more For the essay:
nal element is The one image
Specifi missing from provided at the
c the product: end of the paper
Project is referenced at
Elemen For the essay: least once and is
ts The one relevant to the
image argument.
provided at ____________
the end of the For the blog:
paper is One map of the
referenced at Underground
least once and Railroad, one
is relevant to relevant video,
the argument. and three
__________ relevant images
For the blog: are included.
One map of ____________
the For the Google
Underground Earth Pro Tour:
Railroad, one Three locations
relevant are pinned, there
video, and are three text
three relevant boxes (one per
images are location).
included. ____________
__________ For the
For the multimedia
Google Earth project: There is
Pro Tour: at least one
Three background
locations are song, which is
pinned, there public domain,
are three text and is relevant.
boxes (one
per location).
__________
For the
multimedia
project: There
is at least one
background
song, which
is public
domain, and
is relevant.
Mecha There are There are There are only There are only There are only
nics five or more only three- two-to-three one-to-two one-to-two
errors in terms errors in terms errors in terms
errors in to-four of grammar, of grammar, of grammar,
terms of errors in spelling, spelling, spelling, tense,
grammar, terms of tense, tense, vocabulary
spelling, grammar, vocabulary vocabulary usage, and
tense, spelling, usage, and usage, and accessibility of
vocabulary tense, accessibility accessibility the product’s
usage, and vocabulary of the of the features.
accessibility usage, and product’s product’s
of the accessibility features. features.
product’s of the
features. product’s
features.
Present Not all Not all All students All students All students
ation students students speak at least speak at least speak at least
spoke at least spoke at once. Each once. Each once. Each
once. The least once. presentation presentation presentation
presentation The covers the covers the covers the
missed presentation following following following
covering two missed minimum: minimum: minimum:
or more of covering Thesis, Sub- Thesis, Sub- Thesis, Sub-
the one of the thesis one thesis one thesis one with
following: following: with one sub- with one sub- one sub-
Thesis, Sub- Thesis, Sub- argument, argument, sub- argument, sub-
thesis one thesis one sub-thesis two thesis two thesis two with
with one sub- with one with one sub- with one sub- one sub-
argument, sub- argument, argument, sub- argument, sub-
sub-thesis argument, sub-thesis thesis three thesis three with
two with one sub-thesis three with one with one sub- one sub-
sub- two with sub-argument, argument, argument,
argument, one sub- concluding concluding concluding
sub-thesis argument, statement. The statement. The statement. All
three with sub-thesis presentation is presentation is students are
one sub- three with below or below or within the time
argument, one sub- above the time above the time limit: 2-3
concluding argument, limit by 21-30 limit by 15-20 minutes (Essay),
statement. concluding seconds: 2-3 seconds: 2-3 3-5 minutes
All students statement. minutes minutes (Blog), 5-7
are below or All students (Essay), 3-5 (Essay), 3-5 minutes (Google
above the are below or minutes minutes Earth Tour,
time limit by above the (Blog), 5-7 (Blog), 5-7 Multimedia
more than 46 time limit minutes minutes Video).
seconds: 2-3 by 31-45 (Google Earth (Google Earth
minutes seconds: 2-3 Tour, Tour,
(Essay), 3-5 minutes Multimedia Multimedia
minutes (Essay), 3-5 Video). Video).
(Blog), 5-7 minutes
minutes (Blog), 5-7
(Google minutes
Earth Tour, (Google
Multimedia Earth Tour,
Video). Multimedia
Video).
North Students are Students are Students are Students are Students must
or missing four missing missing two of missing one of have at least one
South or more of three of the the following the following bullet point for
Class the following following elements: elements: each class (free
Organi elements: elements: Students must Students must Blacks, slaves,
zationa Students Students have at least have at least small farmers,
l Chart must have at must have at one bullet one bullet small slave
least one least one point for each point for each owners, women
bullet point bullet point class (free class (free (White or
for each class for each Blacks, slaves, Blacks, slaves, Black), and
(free Blacks, class (free small farmers, small farmers, plantation
slaves, small Blacks, small slave small slave owners) for each
farmers, slaves, owners, owners, region (North
small slave small women (White women (White and the South),
owners, farmers, or Black), and or Black), and and must include
women small slave plantation plantation the social,
(White or owners, owners) for owners) for economic, and
Black), and women each region each region political
plantation (White or (North and the (North and the opportunities
owners) for Black), and South), and South), and and treatment of
each region plantation must include must include the class.
(North and owners) for the social, the social,
the South), each region economic, and economic, and
and must (North and political political
include the the South), opportunities opportunities
social, and must and treatment and treatment
economic, include the of the class. of the class.
and political social,
opportunities economic,
and treatment and political
of the class. opportunitie
s and
treatment of
the class.
Works A works A works A works cited A works cited A completed
Cited cited page is cited page is page is page is works cited
Page provided, provided, provided, with provided, with page is
with four or with three two of the one of the provided, with
more of the of the following following the three
following following elements elements primary source
elements elements missing: the missing: the citations, the
missing: the missing: the three primary three primary three secondary
three primary three source source source
source primary citations, the citations, the citations, and
citations, the source three three the additional
three citations, secondary secondary images
secondary the three source source required: three
source secondary citations, and citations, and for the blog,
citations, and source the additional the additional three for the
the additional citations, images images multimedia
images and the required: three required: three project, one for
required: additional for the blog, for the blog, the Google
three for the images three for the three for the Tour, one for
blog, three required: multimedia multimedia the essay.
for the three for the project, one project, one
multimedia blog, three for the Google for the Google
project, one for the Tour, one for Tour, one for
for the multimedia the essay. the essay.
Google Tour, project, one
one for the
Google
for the essay.
Tour, one
for the
essay.

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Multiple Intelligences

Unit Plan Template

Signature Assignment Video Link: https://www.youtube.com/watch?v=uktMyzYC_cU

Unit Title: Slavery in the South Teacher: Alexandra Peterson

Grade Level: 8 (Middle School)

Subject: English Language Arts

Subject: English Language Arts

2. Write informative/explanatory texts, including career development documents (e.g., simple

Subject: English Language Arts

Subject: English Language Arts

Screen Projector Visual-Spatial

iPad with the following apps: Logical-

Individual Headphones Musical

Ted Talk video on the Atlantic Slave Trade Visual-Spatial

Interactive Maps Naturalistic

Anatomy of a Slave Ship Infographic Visual-Spatial

Map of the United States Visual-Spatial

Lyrics for the song “Song from a cotton field” Musical

Cotton Gin video Visual-Spatial

PBS article on the cotton gin Logical-

Study.com video of slave escapes and the Underground Railroad Visual-Spatial

Article on the life of a plantation slave Visual-Spatial

Virtual Tour of Boone Hall Visual-Spatial

Purdue OWL MLA formatting guide Logical-

Google Docs Logical-

Interactive Digital Map Logical-

Google Keep Intrapersonal

Oxford Dictionary Online Naturalistic

Google Hangout Interpersonal

Lucid Chart Visual-Spatial

Ted Talk Logical-

Google Drawing Visual-Spatial

Sheppard Software Interactive Geography Map Naturalistic

Read & Write Extension Intrapersonal

Google Drive Interpersonal

YouTube Virtual Tour Kinesthetic

Google Earth Pro Tour Logical-

QuickTime Audio and Movie Recorder Verbal

Audio Recorder (app) Musical

QR-Code Generator Naturalistic

Day 1: Note-taking Day on Slavery Intrapersonal

Day 2: Transatlantic Slave Trade Intrapersonal

Day 4: Geography and Agriculture of the South

Day 6: Geography of a Plantation: Part 1

Day 7: Geography of a Plantation: Part 2

Day 8: Geography of a Plantation: Part 3

Day 9: Geography of a Plantation: Part 4: Presentations Verbal

Day 10: Lifestyles of a Southern Slave

Day 11: Lifestyles of a Southern Slave: Narrative Posters, Continued

Day 12: Slave Narrative Tour and Escaping Slavery

1. A Google Earth Pro Tour presentation (5-7 minutes)

- Regardless of the format chosen, all students will be required to use a

- For the multimedia project (Visual-Spatial, Verbal, Interpersonal,

- For the Google Earth Pro Tour project (Visual-Spatial, Verbal,

- For the individual essay (Logical-Mathematical, Intrapersonal, Verbal):

- For the blog project (Visual-Spatial, Interpersonal, Intrapersonal, Logical-

- For the blog groups: Students will complete the following:

2. Google Keep map observations (Lesson 1) Intrapersonal

4. Evernote notes on the purpose of slavery (Lesson 2) Intrapersonal

5. Google Classroom discussion on slave ranking (Lesson 2) Intrapersonal

6. Google Docs 3-column chart on the origins of slavery (Lesson 2) Intrapersonal

7. Google Doc slave imports/exports list (Lesson 2) Intrapersonal

8. Sutori slave trade timeline (Lesson 2-3) Intrapersonal