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Social Studies: Highschool Standard I: History

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Social Studies: Highschool Standard I: History

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1. Apply the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support. Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Begin with a brief discussion, “What do you know about Frederick Douglass?”

Write down student responses on the whiteboard

Introduce Douglass as an important historical figure who fought for abolition and civil rights

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Students will be able to analyze the importance of Frederick Douglass as an abolitionist and explain how his legacy continues to impact American society today.

"Help ELLs by teaching Directional words in order to build vocabulary: Directional words: explain, compare, inform, contrast, persuade, justify, and analayze." (https://www.colorincolorado.org/article/tips-educators-ells-teaching-vocabulary-grades-4-12

As a class, lets shout out key words of the main learning objective so we can focus on what we look is important before starting this lesson.

Teacher will write down on the board what the words the students came up with

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Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12

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Research shows that vocabulary development is one of the most important skills students need to acquire to become English-proficient. Here are some strategies to help you get started! These strategies are geared towards grades 4-12 but can be adapted for younger students. These tips are available as a one-page handout to download and print.

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Direct Instruction - Douglass's Early Life

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Direct Instruction - Douglass's Early Life

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Teach students about Frederick Douglass's birth into slavery around 1818, his secret learning to read and write, and his determination to gain freedom. Emphasize how education became his pathway to liberation.

ELL students will have subtitles in their language at the bottom of the screen so they can follow along with what is being said from the documentary

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The Life of Frederick Douglass for Kids| Learn Facts About Frederick Douglass | Black History Month

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Students participate in a whole-class discussion answering: What was the most important thing Frederick Douglass did? How do we see his influence in today's world?

This will open a discussion of how different students see Frederick Douglass and what his legacy was. Different classroom perspectives that engage in rich and personal reflection will allow other students to see multiple perspectives through the eyes and hearts of another student

(windows and mirrors)

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Provide multiple means of Engagement: 9.3 Develop self assessment and reflection

Students use their hands for a number scale of 1-5

1- I only learned 1 new fact about Frederick Douglass?

2- I only learned a few new facts about Frederick Douglass?

3- I learned a multitude of facts about Frederick Douglass?

4- I have learned and have rich knowledge about a new perspective on Frederick Douglass?

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Each student completes a 3-2-1 exit ticket: 3 things they learned about Frederick Douglass, 2 ways he fought against slavery, and 1 way his legacy continues today.

What does Frederick's Douglass' legacy mean to you?

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Students discuss with family members what they learned about Frederick Douglass and ask if they know of any other important historical figures who fought for equality and justice.

Quality Standard II

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students

Element D: Teachers work collaboratively with the families and/or significant adults for benefits of students

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Read excerpts from Douglass's famous speech 'What to the Slave is the Fourth of July?' Discuss how he used powerful words to change people's minds about slavery.

ELL students are able to hear through an auditory book reading the words out loud in their own language so they can follow along with what is being written in the primary source.

Provide multiple means of Representation

2.1 Clarify vocab words and symbols

Underline or highlight vocabulary words that we don't know yet or seemed important. Write them down in our note catchers next the primary text and discuss those words with a designated vocab buddy. Compare and contrast what you both came up with. Write down words in note catcher.

"Teach students to actively engage with vocabulary as they read

Underlining, highlighting, making notes, and listing unknown vocabulary words are just a few strategies that foster comprehension by helping ELLs actively engage with text" https://www.colorincolorado.org/article/tips-educators-ells-teaching-vocabulary-grades-4-12

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Provide multiple means of Action and Expression

4.2 optimize access to tools assistive technology

Students can use the Read aloud toggle tool at the upper right hand corner of the PDF so the text will read loud the 2nd primary source with audio technology. This helps the students read along with the AI when understanding the text.

When speaking in your groups use Dyadic Listening

This is a strategy from the TIP series and presentations under Understanding Trauma and Stress class 1

Dyadic Listening Guidelines

1. The listener does not speak to interpret, paraphrase, analyze, give advice, or

break in with a personal story.

2. Confidentiality is maintained.

3. The talker is not to criticize or complain about the listener or mutual

acquaintances.

4. Honor silence.

"Give students multiple opportunities to work with vocabulary

This includes connecting vocabulary to personal experience, allowing students to use their primary language to make associations, using artwork to represent words". https://www.colorincolorado.org/article/tips-educators-ells-teaching-vocabulary-grades-4-12

Have the student take a phrase out of Frederick Douglass 2nd analysis reading and create an image from the sentence he wrote. Be creative with the words you pick.

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In small groups, students identify and discuss the different ways Douglass fought against slavery: writing, speaking, helping:

Instruct groups to read and discuss the excerpts, focusing on:

1. What message is Douglass conveying?

2. The emotions he is expressing

3. Why his words were significant at the time

Each group will summarize their findings on chart paper

What is Social-Emotional Learning (SEL)?

"the process through which children and adults acquire and effectively apply the

knowledge, attitudes, and skills necessary to understand and manage emotions, set

and achieve positive goals, feel and show empathy for others, establish and maintain

positive relationships, and make responsible decisions

When students are listening and understanding what their classmates are expressing. Its best for students to learn and show empathy for others when speaking to the group. It's also helpful that they can show empathy for my primary writer in the story and understand where they are coming from a social emotional place of learning

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White board and markers and use this timeline or diagram example 

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White board and markers and use this timeline or diagram example 

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You will need a white board and markers to discuss the life and legacy of what you learned from Frederick Douglass' life.

ELL students will use manipulatives which include a timeline, graph, or diagram to explain or express the legacy of Frederick Douglass' life.

"Visual aids such a diagrams, graphs, tables, and timelines are also crucial for assisting ELL students to make necessary connections between their developing linguistic proficiencies and their developing content knowledge" (Rubenstein- Avila page 27).

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graphic organizer of timelines and diagrams

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For Trauma informed practices make sure the students take breaks between complex and engaging lesson plans. This is a self-care strategy for teachers to give to their students