To Be a Slave

http://216.239.57.104/search?q=cache:5K7aa3FBLN8J:www.stf.sk.ca/teaching_res/library/teach_mat_centre/TMC/E11284/to_be_a_slave.pdf+slave+posters&hl=en&ie=UTF-8

Description: Beginning with a background-building Internet search on Canada and the Underground Railroad, students read a novel about slavery and/or the Underground Railroad and participate in literature circle activities. As part of this reading-discussion activity, students create journal entries as characters in the stories or novels. The final project is a book talk, Readers' Theatre or dramatic presentation. Standard 8.7.3 and 8.9.1

Author: Debra Melle, Stewart Resources Center

Lesson ID: 1104

To Be a Slave

http://www.sdcoe.k12.ca.us/score/slave/slavetg.html

Description: After reading To Be A Slave (a collection of nonfictional accounts of slavery interwoven with historical narrative), by Julius Lester, you will complete activities which will help you answer the following questions: 1. What was a typical slave's day like? 2. What role did African-Americans play in the Civil War? 3. How do the lives of slaves and free blacks compare? Note: This is a great lesson for a humanities core class. Standards 8.7.2, 8.7.3, and 8.9.6

Author: Liz Nichols, SCORE Language Arts Cyberguide

Lesson ID: 1106

Two Tickets to Freedom

http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Two_Tickets.html

Description: Two Tickets to Freedom is a true story of fugitive slaves William and Ellen Craft. The story begins on a winter morning in 1848 when Ellen Craft, a light-skinned young slave, disguised in men's clothing, walks into a train station in Macon, Georgia, and purchases two tickets, one ticket was for herself and the other for her husband. Posed as a white Southern planter, and her husband, William, as her slave, she escaped to freedom. Standards 2.5, 3.4.6, 8.7.2, and 8.9.1

Author: Patricia King Robeson

Lesson ID: 1148

When Rice Was King

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/3rice/3rice.htm

Description: Textbooks tend to examine the 1750's-1850's in the South as the rise of cotton culture. It is important, however, to understand that before "cotton was king," the plantation system had already been producing crops such as rice, indigo, and tobacco for many decades. Using the primary material given here, pretend to be a newspaper reporter from a northern city who has come to interview people (both enslaved and free) living on a plantation similar to Chicora Wood. Note: Teachers will need to work with fifth graders on the background section of this activity but the maps and plantation plans are interesting and accessible for younger students. Standards 5.4.6 and 8.7.1

Author: Fay Metcalf and Brenda Olio, Teaching With Historic Places

Lesson ID: 1241

White Southerners' Defense of Slaveholding

http://www.vcdh.virginia.edu/teaching/vclassroom/proslaveinst.html

Description: Through an analysis of newspaper articles from Augusta County, Virginia, students examine Southern attitudes in defense of slavery. Standards 8.7.2, 8.7.4, and 8.9.6

Author: Alice Carter, University of Virginia

Lesson ID: 1253

Who Got Away

http://www.vcdh.virginia.edu/teaching/jamestown/slave_runaways.html

Description: The purpose of this lesson is to understand the characteristics of 18th century slaves. Consider some of the conditions and circumstances that might have accompanied the act of slaves running away. While we have no definitive information regarding the success or failure of the runaway efforts chronicled in the advertisements, use the information in the advertisements to make an educated guess. Standards 5.4.6, and 8.7.2

Author: John K.Lee, University of Virginia

Lesson ID: 797