PBI Unit Project

CONCEPT STATEMENT: From 1654 until 1865, slavery for life was legal within the boundaries of the present United States. Most slaves were black and were held by whites, although some Native Americans and free blacks also held slaves. Although people in all over the US owned slaves, the majority of slaves lived in the South.

The South was predominately agricultural society. Large cotton plantations held most of the slaves along with a few slaves on the smaller farms. The wealth of the United States in the first half of the 19^th century was earned mostly on the hands of slaves. The South would not have had the agricultural success that it did without slave labor because of the sheer size of some of the plantations and the absence of heavy machinery. At the same time the North was becoming increasingly industrialized and was not as reliant on slave labor. This major difference in the two regions created a rift and would be a factor that lead to the Civil War.

PERFORMANCE OBJECTIVES: Students will be able to define the institution of slavery and its importance to the South.

RESOURCES: The American People, Creating a Nation and Society

SAFETY CONSIDERATIONS: None

SUPLEMENTARY MATERIALS, HANDOUTS: Rubric for the Semester project

ENGAGEMENT		Time: _10_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce myself and the lesson Warm-Up pre-assessment activity	How is everyone doing today? What is the definition of Slavery?	Look for good/bad attitudes Have a brief class discussion and assess their prior knowledge. This will help to decide how in-depth and witch way to go with the lesson.
Introduce the Class Project		Students will have mixed feelings about the project. I will reassure them that I will help them along the way and that they can do it.

EEXPLORATION		Time: _15_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Students will get into groups of two and given a handout to fill out.		Students might have trouble getting into groups, therefore I will group them myself.
I will explain what I will cover in the lesson and activities that we will do.	How do you think the slaves got to the United States? Why were the slaves brought to the United States?	I will not expect to get all the right answers from the students because I haven’t covered the material yet.

EXPLANATION		Time: _20_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain the content of the lesson to the students with a lecture/open discussion.	What impact did slaves have on early America? Why was slavery more common in the South than the North?	Students will have a variety of responses but I will use their responses to further the discussion and promote deeper thought.

ELABORATION		Time: _5______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Review what we have learned and make sure everyone has the correct information in their notes.	Same as above.	I will check to see if the students are ready for an evaluation. I may find that some students did not listen at all and some are ready to move forward.

EVALUATION		Time: _10_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will hand out a post class quiz to the students.	The questions will be basic and relatively easy if the student paid attention and participated in class.	Some students will be upset because they didn’t pay attention and are not ready for the quiz. Some students will be happy to get an easy grade. I will remind the students that I will give an end of class quiz from time to time so it would be in their best interest to pay attention during class.