Thematic Unit – Slavery Today

UNIT: BASIC INFORMATION
Content area: Thematic Unit
Grade Level: Variable

I. Goals/Objectives:

  • General: Emphasize the student as a world citizen by engaging them in
    current events of people and cultures from around the world.
  • Specific: Learning about slavery today.

II. Introduction/Instruction:

  • Motivator/Hook:

Engage students in current events in the media to create the awareness of slavery in the world today.

A. Pamphlet “Modern Day Slavery & Human Rights” and Education fact sheet.
B. National Geographic, September, 2003: 21st- Century Slaves There are more slaves today than were seized from Africa in four centuries of the trans- Atlantic slave trade. The modern commerce in humans rivals illegal drug trafficking in its global reach- and in the destruction of lives.
C. Disposable People — by Kevin Bales (Other books are also listed at this link)
D. Slavery Defined — Facts and terms

  • Content:

Through discussion of current events, using media, and natural engagement, students will participate as world citizens in making a difference in today’s global problems.

  • Key Points:

By focusing the student’s interest in the greater world, the students will realize their place as a world citizen, will participate in world affairs, and learn higher order thinking using reflective
inquiry.

III. Activities:

  • Listed activities for hands on engagement:

A. Making a quilt for children freed from a rug factory in India.
B. Raising funds to aid in the freeing and counseling of former slaves

IV. Practice:

  • Guided and Independent: Through lecture, group work, Seminar, and Centers, the students will experience various learning methods.
  • Homework: Independent research on slavery today, completion of a letter to a child/former slave, and a picture idea for a quilt square.

V. Evaluation:

  • Teacher evaluation of student’s participation. Essay on slavery today, or “What is the definition of slavery?”
  • Teacher observation of Art center/ quilt square. Evaluation of student’s letters, using letter form, rough draft, etc..

VI. Resources Materials:

  • World Maps in the classroom, blank World maps for students to locate countries
  • Internet access for current events, Library for research
  • 12 inch muslin squares for quilt & fabric markers
  • Paper & crayons for picture,
  • Paper for letter
  • Pocket folder to create a class letter book to go with quilt.

Quilt Checklist

  • Letters and pictures should be friendly and heartfelt wishes of comfort to warm a child’s heart.  They are a way to send greetings from one child to another.

  • Pictures should express something the student cares for, or loves. Some examples are: flowers, hearts, your puppy, your family, and rainbows. What pictures would make you happy to sleep under at night and dream nice dreams?

  • Letters and pictures should be:

    • Nondenominational: letters and pictures should make no references to religion

    • Nonpolitical: letters and pictures should make no reference to political views (no flags)

    • Nonviolent: letters and pictures should not have themes that may scare a child (no guns, helicopters, airplanes, trucks, tanks, rain) Please no words on quilt squares. The letters can be written separately.

Supporting Activities

Discussion of where quilts will go

  • Decide to make a quilt to warm the children/orphans
  • Discuss what should be on a friendship quilt

Discuss what would make a child happy to sleep under

  • No violent images (nothing to scare children – no airplanes, helicopters, tanks, trucks, etc.)
  • Non-denominational (do not try to change their religion)
  • Nonpolitical (nothing to scare children – no political images or flags, etc.)

Draw paper picture (teacher proofs)

Draw picture on fabric

Write letters to children

Map work – finding the United States, Afghanistan, China, India, Iraq, Israel, Romania, South Africa, Swaziland, Tibet, Zambia or other countries

Expectations

  • A basic foundation knowledge of map reading
  • Ability to acquire and use information
  • Ability to make decisions
  • Ability to make judgments
  • Ability to communicate verbally, manually, and artistically
  • Readiness for social participation

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