Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Overview:
Precautionary Note:
- This lesson examines some issues on civil disobedience related to the anti-slavery movement. It presumes students have a sophisticated prior knowledge base on the morality of disobeying an unjust law.
Purpose:
Duration:
Two or Three Thirty to Forty-Five Minute Class Periods
Objectives:
The learner will:
- be able to take an assigned viewpoint or position and support it with a reasoned argument. One viewpoint will be "The citizens of Marshall were right to disobey the Fugitive Slave Law." Another viewpoint will be, "How did the citizens of Marshall decide which laws were unjust."
- be able to express their own opinion on a given topic and support their opinion through persuasive writing. Possible topics might include: Civil disobedience, Unjust laws, Consequences of civil disobedience, or Quaker principles prohibiting slavery.
Service Experience:
The students will work in cooperative groups to prepare material to support their position using reasoned arguments.
Materials:
- Paper and pencils for note-taking
- Various books relating to Civil War issues (selected by the teacher).
- Perhaps the best book for fourth graders is Friends by Gloria Whelan.
- Another excellent book is Who Comes With Cannons? by Patricia Beatty.
- Many fourth grade social studies texts also have excellent issues to discuss in the Civil War chapter
- http://www.marshallmi.org/info.taf?_function=history
From Marshall's Web site:
Marshall (Michigan) was a station on the Underground Railroad and a strong anti-slavery town. In 1846, Kentucky slave chasers tried to capture escaped slave Adam Crosswhite and his family in Marshall. Leading citizens in turn arrested the Kentuckians and smuggled the Crosswhite family into Canada.The rescuers were convicted of "depriving a man of his rightful property" in Detroit Federal Court in 1847. They paid fines which they were to consider a badge of honor.
The Crosswhite Incident is mentioned on several of the dozens of historical markers the town boasts. A few years ago the Marshall Historical Society marked Crosswhite's grave (he had returned to Marshall after the Civil War) where he rests a few hundred feet from several of his rescuers.
Notes:
- Friends by Gloria Whelan is historical fiction. It tells about a young white girl in Marshall Michigan who becomes friends with one of the Crosswhite children. The Crosswhites were a family of escaped slaves who settled in Marshall. When a slave-hunter came to return the family to their former owner, the citizens of Marshall defied the Fugitive Slave Law, thereby blocking the capture of the Crosswhites. They ultimately helped the family escape to Canada.
- Who Comes With Cannons? by Patricia Beatty is historical fiction. It tells of the problems encountered by a Quaker family during the Civil War and their involvement with the Underground Railroad. Many of the texts also relate the story of the Crosswhite family.
- Students will have had an opportunity to read and discuss the selected book or section of social studies text.
- Students will have had an opportunity to read and discuss the selected material.
- Discuss the concept of formulating a reasoned argument with the class. This activity requires: Active listening to the comments of others, no put-downs or personal comments, staying focused on the topic when stating a point or responding to another person's point, agreement to close discussion at the end of the allotted time.
- If possible, show some videotaped debates such as a presidential debate.
Instructional Procedure(s):
Anticipatory Set:
Facilitate a student discussion by asking the question:
"Is it ever right to disobey a law?"
- Arrange the class into groups of four students.
- Each group consists of two Dyads.
- Each Dyad will be assigned one side of an issue. For example: The Crosswhite family and the citizens of Marshall were right to disobey the Fugitive Slave Law.
- Groups will be given time to meet, discuss and prepare statements of support for their side of the topic. Recommended time for student discussion and preparation is about fifteen minutes. It is often helpful to have the students prepare their reasoned arguments on one day, spend about five minutes reviewing them, and then present on the second day. Many students will actually discuss the topic with their families at home between the two days, and will arrive at school with much richer information to contribute.
- Dyads will be given an opportunity to "present their position" to each other. The format includes time limits and questions. Most groups at fourth grade level will need from two to four minutes for presentation and two to four minutes for questions.
- While one group is presenting their position, the other students will be listening and recording their observations. Divide a sheet of paper down the middle with one side representing a paired viewpoint. Students tally the reasons they find most convincing.
Assessment:
- The students will write a paragraph stating what they would have done as a citizen of Marshall. Each student will need to have a topic sentence and supporting reasons for their action. Correct paragraph form, complete sentences, and correctly spelled known words are expected.
An alternative assessment would be to have the students write a facsimile of a newspaper article about the case.
| 4 points: | Topic sentence clearly stating an opinion, at least two supporting details which state their reasons for holding that opinion, complete sentences, correct spelling of known words. |
| 3 points: | Topic sentence clearly stating an opinion, one supporting detail stating their reasons, complete sentences. |
| 2 points: | A clearly stated opinion, details, sentences, spelling questionable. |
| 1 point: | An unclear opinion. |
| 0 points: | No response, illegible, unrelated response. |
Cross-Curriculum Extensions:
As a class, or as individuals, the students could collect information and/or research a current issue having opposing sides. Students could debate this issue, write about this issue, or hold a class discussion. It would be most meaningful if the class could write letters to an official or to the newspaper stating their position on an issue.
Bibliographical References:
These may vary at the discretion of the teacher. The following trade books are recommended:
- Beatty, Patricia. Who Comes With Cannons? Scholastic, Inc., 1992. ISBN: 0-590-22378-x.
- Whelan, Gloria. Friends. Thunder Bay Press, 1997. ISBN: 1-882376-54-4.
- http://www.marshallmi.org/info.taf?_function=history
Lesson Developed By:
Sally Engleman CioeReeths-Puffer Schools
McMillan Elementary School
Muskegon, MI 49445
Handouts:
Unit Contents:
Overview:Philanthropy in Michigan—Civil War Summary
Lessons:
- 1.
- What is Philanthropy?
- 2.
- Forming Opinions
- 3.
- Why Should I Do Philanthropy?
- 4.
- Philanthropic Michiganians of the Civil War
- 5.
- Decision-Making—Who Was Right?
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
(The positive aspect of using this lesson was) recognizing that people stood against slavery when what they were doing was against the law. All laws are not right. People need to think and stand up for what is right.
Along with the right to free speech comes the responsibility of purpose. In other words, opinions increase in validity when they are reasoned. In helping students grow as responsible citizens, we need to guide them in assessing their opinions.
(The positive aspect of using this lesson was) students make a decision about when it was appropriate to help people and ignore the law.
Lots of great info. Thanks for your work. Your ideas will be used.
(The positive aspect of using this lesson was) the stimulating topic! A great lesson for these young, inquisitive minds.