The History of Freedom Making
The History of Freedom Making Lesson Plan
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- [00:00:01.170]Hello. My name is grace richer,
- [00:00:03.090]and I worked for the center for
digital humanities in research for the
- [00:00:06.870]university of Nebraska Lincoln. This year,
- [00:00:09.780]I had the opportunity to work on
a year. You care project for Dr.
- [00:00:13.620]Katrina [inaudible] and her
project involving habeas corpses
- [00:00:18.390]going in, I knew close to
nothing about habeas corpses.
- [00:00:22.590]He was courses was a writ requiring a
person under arrest to be brought before a
- [00:00:27.030]judge or into court,
- [00:00:28.560]especially to secure the person's release
unless lawful grounds are shown for
- [00:00:32.730]their detention. As a
future elementary teacher,
- [00:00:36.870]I chose to take a different approach
from my research project involving a
- [00:00:40.290]research done, looking at the documents,
relating to children in slavery.
- [00:00:45.300]I wrote my lesson plan on the
history of freedom making.
- [00:00:49.110]I decided that more people
and more students should
have a better understanding
- [00:00:53.790]involving habeas corpses.
- [00:00:56.130]I decided to incorporate the classes
I'm in now to do so today I will be
- [00:01:01.020]taking you through a lesson plan.
- [00:01:02.640]I taught to a group of fifth
graders here in Lincoln to begin
- [00:01:07.590]with. We start with
content and context. Dr.
- [00:01:10.950]Jagger [inaudible] research project
is a combination of transcribing and
- [00:01:14.970]encoding thousands of habeas Corpus
petitions from the ear years,
- [00:01:19.200]1812 to 1924,
- [00:01:22.260]taking six students from my UNL practicum.
- [00:01:25.080]I use this lesson plan to use habeas
corpses to teach the history of black
- [00:01:29.310]freedom making throughout this poster,
EOC five parts of a lesson plan,
- [00:01:34.740]engagement, exploration,
- [00:01:38.760]and evaluation.
- [00:01:40.320]This lesson plan is meant for
grades four through six first,
- [00:01:44.640]we will start with engagement.
- [00:01:46.380]Engagement is when a teacher tries to
capture a student's interests to engage
- [00:01:50.760]with students.
- [00:01:51.360]I showed them pictures of some of the
habeas corpus's documents I've seen
- [00:01:55.080]throughout my research. I made sure to
point out the writing on these documents.
- [00:02:00.210]You see,
- [00:02:00.990]my students are in the process of learning
and getting used to seeing cursive.
- [00:02:05.520]They've really struggled with
understanding why they must learn cursive.
- [00:02:09.210]And this really showed them
how important this writing is.
- [00:02:13.020]I have the students attempt to transcribe
the documents with the partner.
- [00:02:17.160]After that I had students try and figure
out what the document was trying to
- [00:02:21.300]say. After that,
- [00:02:23.400]I introduced the topic of slavery in the
ideas of freedom making and how this is
- [00:02:28.080]used within habeas courses,
documents I drew and scribed.
- [00:02:32.310]The second part of lesson
plan is exploration.
- [00:02:36.000]Exploration involves the big ideas
of a lesson. For my explanation,
- [00:02:40.980]I asked students questions on the
ideas of coding, insulate Berry,
- [00:02:44.850]and some of the habeas Corpus
documents on the poster.
- [00:02:48.810]You can see three questions.
- [00:02:50.640]I asked the students and then I asked
them to write down their responses.
- [00:02:55.680]The first question was
what is habeas corpses?
- [00:02:59.200]Students wrote down a legal rule that
requires a prisoner to be presented in
- [00:03:03.700]court. The second question
was what was the civil war?
- [00:03:08.380]Students wrote a war fought over slavery
between the United States of America
- [00:03:13.690]and Confederate States of America.
- [00:03:16.660]The third question was how
long was the civil war?
- [00:03:19.870]Students wrote 1861 to 1865.
- [00:03:24.130]And finally, when students,
- [00:03:26.740]I asked students about
when slavery was abolish,
- [00:03:30.340]the students wrote down the 13
month men meant abolished slavery in
- [00:03:34.660]1865. The third part of a lesson
plan is called explanation.
- [00:03:40.210]Explanation is when the
teacher justifies their ideas.
- [00:03:45.430]I asked students to look
back on the habeas courses,
- [00:03:47.710]documents to write down on their market
boards, their thoughts on the document,
- [00:03:52.240]and then told us that this
document was a case file from 1866.
- [00:03:57.100]That talks about a 10 year old
girl. That was African-American.
- [00:04:00.670]She was forced to be servant
without money or compensation.
- [00:04:04.540]The writ of habeas Corpus was meant
to fight for her rights of freedom.
- [00:04:09.250]Students were then asked to use technology
to find other examples of children
- [00:04:13.180]being used for child labor during the
time period in time periods today,
- [00:04:17.920]after that was completed,
- [00:04:19.390]I asked as students these
questions to see the results.
- [00:04:23.590]The first question was, what do you
think happened to the child's family?
- [00:04:27.820]The second question was how did
slavery break up those families?
- [00:04:32.020]And the third question was what
laws break up families today
- [00:04:36.670]after explanation, the next part of
a lesson plan is called elaboration.
- [00:04:41.560]Elaboration is used to connect
the lesson plan outside of school.
- [00:04:46.240]And this part,
- [00:04:47.080]I focus on talking to students about
what makes a good law when it comes to
- [00:04:50.680]freedom making, I talked mostly about
freedom of speech and expression,
- [00:04:55.300]religion press any assembly.
- [00:04:58.990]The final part of a lesson
plot plan is called evaluation.
- [00:05:02.980]Evaluation is where the teacher describes
the overall ideas of the lesson.
- [00:05:08.080]I had students talk about their
cultures in and out of the classroom.
- [00:05:12.160]And we talked about how
we can celebrate those.
- [00:05:14.980]We then reflected on the socio-cultural
relapsed realities of being
- [00:05:19.240]African-American. I then
described to the students,
- [00:05:22.600]some of the laws that help children and
families fight for their freedoms today,
- [00:05:26.650]such as the family first law overall,
- [00:05:31.450]this lesson plan was a success
throughout this lesson.
- [00:05:34.870]Students found their ideas on
freedom making and engagement student
- [00:05:39.790]wrote down that there was a girl named
Lizzie and that she was a slave that was
- [00:05:43.870]in trouble. When I asked what the
document was trying to relate to,
- [00:05:47.860]they were confused as to what
restraint of Liberty meant and
- [00:05:52.090]exploration students wrote down
key ideas on a piece of paper,
- [00:05:56.440]they also of their own questions.
- [00:05:59.000]Why would people still be discriminated
and treated like that after the
- [00:06:03.680]civil war was over?
- [00:06:05.330]And does this relate to any of the
black lives matter movements today?
- [00:06:10.160]In explanation,
- [00:06:11.330]the children found many more examples of
other children that suffered from child
- [00:06:15.110]labor, such as children being
kidnapped from Italy in 1873,
- [00:06:20.150]the Newsies in 1917 and
children in the cotton mills.
- [00:06:24.260]During the 19 hundreds, I asked students
three questions and explanation.
- [00:06:29.060]The first was,
- [00:06:30.290]what do you think happened in the
child's family after the civil war?
- [00:06:33.980]Soon as that children were taken away and
never got to see their families again,
- [00:06:38.720]the second question was, how
did slavery break up families?
- [00:06:43.220]The students that families had no
control when it came to everyone in the
- [00:06:46.490]families because of their own skin color.
- [00:06:49.250]The third question was what
laws break up families today.
- [00:06:53.120]Students struggled to find an answer,
- [00:06:55.220]but one student thought about immigration
and how they have no control when
- [00:06:59.090]families are split up for
elaboration and evaluation.
- [00:07:03.870]Students' cultures varied
from German to Hispanic.
- [00:07:07.340]They mentioned their strengths of their
culture and how they were valued by one
- [00:07:12.530]Overall the lesson plan allows students
to see the struggles of children.
- [00:07:17.090]It brought attention to the
problems. People still face today.
- [00:07:20.810]Students who are happy to see the history
of freedom making and how we still
- [00:07:24.140]need to fight for that freedom.
- [00:07:26.090]They were very interested
in the ideas of habeas.
- [00:07:28.820]Corpus says in my work for what I do
for the university of Nebraska Lincoln.
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