|
“A
David Walker Murder Mystery”
A Focus on the Use of Historical
Evidence
II.
LESSON PLAN CONTENT
OBJECTIVE.
What will your students will
be able to do by the end of
class?
Students will
be able to …describe
David Walker’s basic
biography.
Students will be able to …analyze
David Walker’s Appeal
Students will be able to ….describe
the responses to his work.
Students will be able to ….evaluate
the possible causes of his
death.
CA State Standard
8.9 Students analyze the early
and steady attempts to abolish
slavery and to realize the
ideals of the Declaration
of Independence.
KEY POINTS.
What three to five main ideas
or steps will you emphasize
in your lesson?
*David Walker’s
biographical sketch
*David Walker’s appeal
uses religious and political
arguments (the language of
the Declaration of Independence
& Christianity-Bible)
*David Walker’s death
OPENING.
How will you focus, prepare
and engage students for the
lesson’s objective?
Quick Start:
Quick Write on Index Cards
Even though the Declaration
of Independence states that
“All men are created
equal”, slavery remained
legal long after the American
Revolution. If you wanted
to oppose slavery at a time
when it was protected by law,
what actions could you take?
(15 minute)
INTRODUCTION
OF NEW MATERIAL. How
will you convey the knowledge
and/or skills of the lesson?
What will your students be doing
to process this information?
Instructions:
(Assign their seats the day
before) In groups of 4, students
will be instructed to compile
a “police report”
on the life and death of David
Walker by following clues
given to them in envelopes.
(5 minutes)
GUIDED
PRACTICE. In what ways
will your learners attempt to
explain or do what you have
outlined? How will you monitor
and coach their performance?
(Link
to pdf files of Envelopes
A - D in resource section.)
- Envelope A and file of
Walker images (attached)
- Envelope B and text of David
Walker’s Appeal
- Envelope C and page 1 of
articles relating to David
Walker (1st four pieces)
- Envelope D and page 2 of
articles relating to David
Walker (last two pieces)
Groups share out
their findings to the whole
class (focus on Envelope E).
(30 minutes)
Link
to pdf file of envelope E
– “Top Secret”
Envelope that includes the
two files of historians commentary
INDEPENDENT
PRACTICE. In what ways
will your different learners
attempt the objective on their
own? How will you gauge mastery?
|
