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Title |
That’s Not Fair!! Human Rights Violations during the 1800s |
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Name |
Kay Korty
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Date |
July 24, 2001 |
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School |
Hall Elementary |
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City/state |
Monrovia, IN |
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*Teacher Background Materials |
Teacher Resource List:
Student Reading List:
Internet Sites:
Extension Activities Resources:
Video:
Available from: Northern Indiana Historical Society Northern Indiana Center for History 808 W. Washington Street South Bend, IN 46601 http://www.centerforhistory.org/
*These are resource materials introduced at the GENI UGRR Institute. |
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*Purpose of Materials |
Background information, research data, continuing to learn the history of Indiana, promotion of higher order thinking skills, skills development with mapping, time lines, and Venn diagrams. |
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Procedures |
Preparation: Check out resources available at your school and/or local library. Print out multiple copies of articles from Internet sites. Copy outline maps of Indiana. Make a teacher
copy of UGRR routes through Indiana.
ActivitiesSession 1-2: (Information gathering) Explore the migration of African Americans into the Hoosier area. A. Read and/or discuss with the students or divide students into groups to research and report on: 1. Freedmen settlements. 2. Slaves in Indiana despite laws to the contrary. 3. Underground Railroad in Indiana. B. Use an outline map of Indiana to draw the routes traveled on the Underground Railroad (UGRR). C. If time permits (or as an assignment), develop list and have students locate on the map some of the known stops on the UGRR. D. Make a transparency of the routes and overlay the transparency with the map showing Indiana counties and Native American territories at the time of statehood. Session 3: Develop (or continue and extend) a timeline showing migration patterns in Indiana. A. From resources used the first day, assist students in finding and listing dates pertinent to Indiana during the 1800s. B. Edit dates to those pertinent to statehood, African American migration, and the Civil War era. C. Using the edited list develop/assign a timeline for students to complete using an established format. (Previously taught.) Session 4: Explore reasons for African Americans to settle and/or travel through Indiana. (Individually, then in groups of 2-3 students or as class discussion, citing specific examples from text and articles.) A. What were the reasons freedmen came to Indiana? B. What were the reasons for slaves being brought to Indiana? C. What were the reasons for escaped slaves coming to or through Indiana? D. List human rights violations for African Americans (both freedmen and slaves), and for European settlers. Session 5: Compare and contrast Native American and African American human rights violations. (Sessions may be combined if time allows!)
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*Teaching Strategies |
LectureThe teacher will introduce: A. the Indiana laws B. the history of the original African Americans in Indiana C. the work of the Underground Railroad Research, AnalysisThe instructor will provide: A. materials for student research B. outline maps of Indiana C. materials for time lines Students will be expected to: A. Take notes. B. Make a map of UGRR routes. C. Make a time line. D. (Extension) Access information from websites Small Group ActivitiesCompare and Contrast – Venn diagram or trifold (Dinah Zike workshop)Internet Search – if time allows |
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*Assessments (key questions to simulate critical thinking) |
What were the effects of new ethnic groups being introduced into Indiana’s culture? How have those effects changed throughout Indiana’s history? What might be different about Indiana today if any of these migrations had NOT taken place? Where do we still have/see/feel the effects of human rights violations?
Assessments may be: Oral discussion displaying a knowledge of historical presentation and synthesis of human rights ideas. Venn diagram (or trifold from Dinah Zike materials). Essay test.
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Adaptations and/or Extensions |
Extensions
A. Influential in developing the laws at this time B. Religious, social groups that were helping Escaped slaves C. Individuals active in the pro and anti-slavery Debate such as Levi Coffin, Harriet Tubman, etc.
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