The following artifact analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to artifacts and primary sources of material culture, society and history.
Document Analysis Worksheets
The cartoon analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. This worksheet will be useful when introducing students to cartoons as sources of historical, social and cultural information.
8-STEP LESSON PLAN FORMAT
Name: Sydney Francis Date: October 30, 2017
Subject: Halloween & Blackface Age Level for this lesson: 4th
1. Objectives and Goals
Common Core Indiana 4th Grade Standard 7: Students examines the political, economic, social, and cultural development of the United States during the period from 1960 to 1980.
USH.7.6 Identify the problems confronting different minorities during the period of economic and social change and describe the solutions to the problems.
Common Core Indiana 4th Grade Social Studies Standard: Students review and summarize key ideas, events, and development from the Founding Era through the Civil War and Reconstruction from the 1775 and 1877.
USH.1.3. Identify and tell the significance of controversies pertaining to slavery, abolitionism, and social reform movements.
Objective: Students will be able to comprehend the implications behind blackface regarding African Americans, clearly identify examples of blackface, analyze pictures of blackface to understand why it is offensive, and recall methods to take when witnessing a person doing blackface.
Blooms Taxonomy Levels: This lesson involves levels 2,3, and 4 of the Bloom’s Taxonomy: comprehension, application, and analysis.
2. Anticipatory Set
I will address the student’s prior knowledge by asking them about common themes shared between Slavery and the Civil Rights Group. I will combine the main theme of these two time periods to help review the oppression and racism that African Americans have faced over a large scale of time. I will ask the following questions:
1. What do the Abolitionist (slavery) and Civil Rights Movements have in common?
2. What specific group of people were affected?
3. What time periods did these movements take place in? (Answer such as “slavery happened like 200 years ago” is fine!)
4. What were some examples of racism during these time periods?
3. Direct Instruction
To dive into new information, I will first ask students what blackface is. I will allow students to take a guess at the answer or tell the class if they know. Afterwards, I will read the definition I wrote for the kids and display it on the projector screen from the Powerpoint- “Blackface is black facial makeup worn to play a role, like a Halloween Costume”. Then, I will show a video of about 1-2 minutes of material of blackface in the media such as minstrel shows, cartoons, Vaudeville, and television shows. After that, I will explain how it began, which is in the 1830s in stage entertainment. After establishing the history and context of blackface, I will then briefly discuss the reasons why it is offensive and racists. The reasons why blackface is offensive is: promotes stereotypes of Blacks, makes fun of African American culture, portrays Blacks as inferior, and is an act of racism. Lastly, I will describe an acronym for students to use when they see a person doing blackface. ACT stands for: approach them, calmly educate, and tell them to spread the word.
Video link: https://www.youtube.com/watch?v=8SZRbrUKz0g
PowerPoint Link: https://docs.google.com/presentation/d/1gs0KX0NDc_rmQjRBx6H1NRn-yYnpY5hlvwTmMM-yieU/edit#slide=id.g28fd254f22_0_4
4. Guided Practice
To apply their knowledge and practice their social justice skills, students will play the Kahoot! That I prepared. The Kahoot! Is a combination of recall information from the PowerPoint such as “why is blackface offensive” and “what can you do to stop blackface?” Additionally, it has pictures of Halloween costumes using blackface and appropriate costume examples so that students can apply their knowledge from the video and identify examples of offensive costumes. As student’s answers come in, I will review and repeat any concepts where there seems to be a lot of confusion and lots of wrong answers.
Kahoot Link: https://create.kahoot.it/#quiz/34b30446-9387-4227-93b0-05121dfeb9ec
I will wrap up the lesson by asking a student to give their own definition of blackface. Then, I will reiterate how changing your skin color to be darker is wrong and is not okay. To get some student feedback, I will ask students to give a thumbs up, middle, or down about how they feel about the topic. Depending on the answer, I will know if I need to show more examples of blackface, more videos, and do more Kahoot! games.
6. Independent Practice
After the lesson, students will be given the following worksheet to complete.
7. Required Materials and Equipment
What supplies are required to help your students achieve the stated lesson objectives?
In order for students to achieve the learning objectives they will need: an open-mind, an electronic device to access Kahoot! (cellphone, computer, iPad, Chromebook, etc), and a pencil
The instructor will need: computer, projector, something to project onto, and class set of worksheets
8. Assessment and Follow-Up
After the worksheet, students will get into groups of four. In groups, students will create a skit of Halloween night where they encounter someone or a group of people wearing blackface. The dialogue in the skit must include a section where a character bring in information about the history of blackface and why it is wrong. The skit must have a beginning, middle, and end and be anywhere from 3-5 minutes. It should be practiced and well-rehearsed. Time in class will be provided to make props. Students are NOT allowed to create or wear a prop that has blackface. Students can describe it in their skit without having a physical example!
In this lesson students will explore some of the doubts and misgivings that arose as the Continental Congress debated whether or not to add a bill of rights to the Constitution. They will investigate a letter James Madison wrote to Thomas Jefferson on October 17, 1788, in which Madison discusses the pros and cons of a bill of rights. It is part of a series of letters these men exchanged on the topic. Jefferson, who was in Paris at the time, strongly supported inserting a list of fundamental liberties into the Constitution, and he asked Madison to keep him abreast of the debate. In this letter Madison not only updates Jefferson on the bill’s progress but also explains his thoughts about a bill of rights and its role in the American Constitution.
We have excerpted three passages from Madison’s letter, each accompanied by a series of close reading analytical questions for students to answer. The first excerpt explains the context of the debate, including reasons why a bill of rights might not be necessary. The second explores Madison’s reasons for supporting a bill of rights, and the third discusses how he believed such a list of rights, if written, should be structured. We have provided a short summary at the beginning of each excerpt. Spellings are retained from the original document.
You will find two interactive exercises in this lesson. The first allows students to review vocabulary found throughout the text. The second, recommended for use after you have conducted the close reading, reviews the central points of the textual analysis. You may want to use its first slide to direct whole class discussion in which you ask students to support their answers with evidence from the text. The second slide provides the correct responses with textual support.
It is important to remember that here the term “majority” refers to large groups of powerful politicians and legislators, not to a mass of voters. Moreover, Madison did not conceive of “minorities” as we do today — groups like women, African-Americans, Latinos, or other social or ethnic groups. Rather, when he uses the word, and when we use it in this lesson, it simply refers to a political group whose numbers are less than the majority.
This lesson consists of two parts, both accessible below. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and an optional follow-up assignment. The student’s version, an interactive worksheet that can be e-mailed, contains all of the above except the responses to the close reading questions and the follow-up assignment.
The following map analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to maps as primary sources of historical, social and cultural information.
The following motion picture analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to motion pictures as primary sources of historical, cultural, social and scientific information.
The photo analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to photographs as primary sources of historical, cultural and social information.
The following poster analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to posters as sources of historical, social and cultural information.
Use this tool to record your responses to a primary source. Sample questions are provided for guidance
Students may download or print completed analyses
The following sound recording analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce sound recordings as primary sources of historical, social and cultural importance.
This is a self-service online workshop for teachers who use primary documents to help students see the impact and ongoing relevance of the Constitution. It requires little advance preparation and provides everything needed, including a vocabulary list, document analysis worksheets, and historical documents -- John Marshall's Supreme Court nomination (1801), proclamation to New Orleans (1803), Lincoln's telegram to Grant (1864), Johnson oath photo (1963), and more.
This is the week you “put it all together” and begin outlining and drafting your research paper. You will use the biographical information you gathered on your poet, the 3rd Essay that you wrote from the Writing in the Zones exercise, and your research from the library database (literary criticism on your chosen poem). Remember “Bird by Bird” and give yourself permission to write a $#iTty! first draft. Use the writing process to write down your ideas. Once you have ideas in front of you then you can make revisions.Sometimes it is helpful to look at a sample so you have a clear idea of how all of these parts come together. I have posted a sample research paper. Check out the thesis, the way the student incorporates sources of biographical information, historical information as well as literary criticism (indicated by citations). Don’t forget to also quote from your poem to show what lines you are looking at in your analysis!!To help you with writing this paper there are two worksheets: 1/the research worksheet that you can print off and use for each literary criticism source. This worksheet will help you build paragraphs as you analyze what scholars are saying about this poem. 2/the outline worksheet will help you organize your ideas.Once you have a rough outline (it can be bullets) and a rough draft and a works cited page, you will submit these parts, in that order and in one word document. Be sure to check out the link Owl.English.Purdue for how to create complete citations for a works cited page. (You can cut and paste these citations from the databases…check out the toolbars on the side of the databases that indicate citations and choose MLA).You will also sign up for next week’s conferences where I will meet with you to go over your research paper outline/draft/works cited page. This is an informal chat and is meant to be helpful. If your paper is missing anything or veering off course, I can help you get on track. I can also answer any questions you may have.
The following document analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to written documents.