Slavery Debate Lesson Plan

Branden Chambers
Class Title:8th grade Social Studies

Lesson Title: Slavery Debate (2 days)
I. BenchMark/Standard:
1. COMMON CORE
1. Key Ideas and Details:
1.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
2.
Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of the source distinct from prior knowledge or
opinions.
3.
Identify key steps in a text's description of a process related to history/social studies

(e.g., how a bill becomes law, how interest rates are raised or lowered).
2. Craft and Structure:
1.
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
2.
Describe how a text presents information (e.g., sequentially, comparatively, causally).

3.
Identify aspects of a text that reveal an author's point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).
3. Integration of Knowledge and Ideas:
1.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)

with other information in print and digital texts.
2.
Distinguish among fact, opinion, and reasoned judgment in a text.

3.
Analyze the relationship between a primary and secondary source on the same
topic.
2. GLCES
1. 8-U4.2.2 The Institution of Slavery Explain the ideology of the institution
of slavery, its policies, and consequences.

2. U2.2 European Slave Trade and Slavery in Colonial America
II. Behavioral Objective:

1. TLW be able to determine the positive and negative effects of slavery by analyzing primary
and secondary sources
2. TLW be able to express their opinion on the Trans Atlantic Slave Trade through debate.
III.Anticipatory Set:
1. KIMS VOCAB: Defiant
IV. Objective/Purpose:
1. Content Objective: I can analyze primary and secondary sources on the Transatlantic Slave
Trade
2. Language Objective: I can express my opinion on the necessity of slavery through debate.
V. Input
1. Task Analysis:
1. Distribute Packets with primary and secondary sources on slavery
2. Distribute Evidence Sheets
3. Explain to students that they have reached an important point in their state (their class).
4. Have a student read the 1st paragraph on the slave trade.
1. The students must make a choice on whether they will allow the slave trade to
interact with their town, and if they will allow slavery in their state.
5. Have students write down the objective / purpose of the committee.
6. Model for students the process of analyzing primary and secondary documents by using
the first article.
7. Write down an evidence and an explanation of why that evidence is important on the
board so that sutdents understand the process of looking over documents.
8. Have students break up into groups of 4 or 5.
9. Have each group read a different article, assigning some of the longer / more
challenging articles twice.
10. Have students read over packets and look for at least 3 evidences in their article that
would make slavery a good or bad thing. Providing an explanation for each one.
11. After students have had sufficient time to gather information, begin debate.
12. Have students discuss the positives and negatives of slavery, playing the opposite
opinion of the class so that they are able to explore all options.
13. At end of 2nd class period, have students make a final decision on whether they will
allow slavery or not.
2. Thinking Levels:
1. Students will show application by showing their ability to analyze primary and
secondary documents.
2. Students will show evaluation by weighing the positives and negatives of slavery in
order to determine if it is necessary.
3. Students will show comprehension by being able to describe the positives and negatives
of slavery.
3. Learning Styles:
1. Variations
1. Students with learning disabilities can be paired with higher level students or given
lower level articles.
2. Guided questions can be generated for students who struggle to sort and judge
information.
4. Methods and Materials

1. Methods:
1. Individual Work
2. Group Work
3. Document Analysis
4. Class Debate
2. secondary materials:
1. Primary and Secondary Sources.
2. Notes Sheet.
VI. Modeling
1. Teacher will model how to analyze documents by working with class to analyze the first
primary source.
2. Teacher will model how to hold a proper debate by walking class through each individual
step the first time and then as needed later.
VII.
Checking For Understanding:
1. Teacher will collect student note sheets and determine if they are able to understand the
process of analyzing documents
2. Teacher will assess student discussion to determine if they are able to judge the pros and
cons of slavery.
VIII.
Guided Practice
Teacher will assist students during individual and group work as needed.
IX. Independent Practice:None
X. Closure:
1. Evaluation: List 2 positive and 2 negative impacts of the slave trade.

Slavery Debate Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Slavery Debate Lesson Plan

Uploaded by

Copyright:

Available Formats

Branden Chambers

Class Title:8th grade Social Studies

Determine the central ideas or information of a primary or secondary source;

Identify key steps in a text's description of a process related to history/social studies

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)

Distinguish among fact, opinion, and reasoned judgment in a text.

of slavery, its policies, and consequences.

II. Behavioral Objective:

4. Methods and Materials

You might also like