| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | Abolitionists |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Abolitionists
Grade 6-8 (Ages 11-14)
History
20 students
This lesson aligns with the U.S. History Standards, particularly in addressing social reform movements and their impacts on society.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce the topic of abolitionists and their significance. |
| 2 | Direct Instruction | 10 | Present key abolitionists (e.g., Frederick Douglass, Harriet Tubman) and their contributions. Use slides for visuals. |
| 3 | Group Discussion | 5 | Divide students into small groups to discuss what they learned about specific abolitionists. Provide guiding questions. |
| 4 | Individual Activity | 5 | Have students write a short reflection on a chosen abolitionist and their impact on society. |
| 5 | Exit Ticket Activity | 5 | Students write one thing they learned on a sticky note and place it on the board as they leave. |
Students will complete a short reading assignment on their chosen abolitionist, summarizing their contributions and significance. Homework will be collected for review but will not require presentations in front of the class.