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School of EducationService – Leadership – Competence – Character

Lesson Design TemplateTeacher Candidate Matthew KieswetherMentor Teacher Bruce DiehlUniversity Coordinator Sandra CarranzaSchool Auburn Riverside High SchoolGrade 10thSubject United States History since 1876Date 4/17/20121. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course you are documenting?U.S. History since 18761.2 – What is the length of the course?One Semester1.3 – What is the class schedule?The class meets third period (10:08 – 11:03)1.4 – Total number of students 30 Male 15 Female 151.5 – Number of students with limited English proficiency 21.6 – Number of students identified as gifted and talented 21.7 – Number of students with Individualized Education Plans (IEPs) None1.8 – Number of students with 504 plans 11.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.1.10 – Describe the range of abilities in the classroom.There are a few high performing students, a few struggling students, and a majority of average performing students. There a two high performing ROTC students who thoroughly enjoy military tactics. There are two students with limited English proficiency who rely on fellow students for understanding of content and directions.1.11 – Describe the range of socio-economic backgrounds of the students.Students come from a mostly middle class background. There a few immigrant students with lower economic statuses. The school has 28.7 percent of the school populace on free or reduced lunch. 4.2 percent of the students at the school are considered transitional bilingual.1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.There are 13 Caucasian students, 12 students of Hispanic descent, and 5 students of Eastern European descent (Russian). All student learning recognizes cultural differences and individual learning strengths and weaknesses. Student background and culture is encouraged in the classroom as a vital part of the learning community and students are encouraged to share their cultural and family perspective when addressing different periods of history and subject content.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)Some Academic language knowledge. School policy understanding and classroom routine understanding. Varied note taking ability and comprehension ability. Ability to act appropriately and

School of Education Lesson Plan Template

productively in groups. Varied learning ability and current class standing. A few immigrant students have less experience in the American school setting then the other students. They are supported by other students who help them translate and understand instructions and materials.1.14 – What do you know about the students’ conversational and academic English? How do you know?The majority of the students in the class took a World Studies or Honors World Studies course last year, so they have been introduced to high school level Social Studies expectations. This means that most have already been introduced to Social Studies Academic language and are conversant in conversational English. There a few students who may not have taken that course last year, which leaves them at a disadvantage when deciphering academic language and when conversing with their peers. There is one student in particular who is of Eastern European descent and appears to be struggling with Academic English, but whose conversational English is very good. From a conversation with the ELL specialist, I discovered that his apparent difficulty might be due to a lack of motivation, where the language barrier provides for easier expectations and the opportunity to cheat off of fellow students’ work. The proper course of action is still unclear at this time.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.There is no ability group or tracking in the class, but the U.S. History course is divided into Advanced Placement and Regular U.S. History classes. The class pace for regular U.S. history is much slower then A.P., with much less content then A.P. Students choose which class they want to take, though lower performing students will be removed from the A.P. course if they aren’t performing at the pace of the other students.1.16 – What additional needs might students have?Different ability levels will require differing levels of assessment for understanding. Formative Assessments will gauge a different level of understanding and written assignments will be assessed according to individual ability level. Learning scaffolds and additional materials may be required also. There is one student with a 504 plan who needs specific accommodations for specific educational conflicts.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.The curriculum for the class has been established by the school district for this class and follows the textbook provided for the class. The Social Studies faculty at Auburn Riverside are currently working on establishing a list of important topics to be covered in every U.S. History course, in addition to aligning these expectations with State Standards and District expectations. The mentor teacher has created a pacing plan and unit plan for each week and will be directing content and coverage.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?The class procedure is for students to come in and get homework stamped from the night before. Once they’ve done this, students are expected to return to their desks and sit quietly to wait for instruction. Sometimes the mentor teacher will play music to let students relax when they come in. The teacher candidate will need to remind students of these expectations if they aren’t following them. The content of the course varies from lecture, individual work projects, group projects, and videos depending on the day and part of the unit.1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.This class uses and is based on The American Republic Since 1877 by Glencoe. It was published by McGraw-Hill in 2003.


2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?The students have just completed a unit on the Baby Boom generation and the next chapter section in the textbook is on the beginning of the Civil Rights Movement. The students have taken a pre-assessment of unit content and have proven a decent knowledge of the content already. Because of this, the unit will focus on deeper aspects of the Civil Rights Movement and its applications to conditions now.2.2 – What requisite skills do students need in order to access the lesson and participate fully?The students need to be able to listen to a lecture and write down notes based on what the teacher is saying. The students will need to be able to answer questions based on the content they read the night before. They will need to be able to analyze a historical document and compare it to a similar historical document. They will need to be able to take two documents and compare them for accuracy and honesty. They need to be able to take those observations and form them into a meaningful conclusion.2.3 – How does the content build on what the students already know and are able to do?The students are accustomed to taking notes during lectures from the many different classes where that has been expected of them. They just finished two units on the baby boom generation and the Cold War. The content from both of these units will be integrated into aspects of this lesson and lessons to come. They have had multiple assignments in this class where they have been asked to analyze documents for understanding and application to a meaningful purpose. They have been asked to write their response to prompts a many points throughout the curriculum, so this expectation won’t be uncommon.2.4 – How does this lesson fit in the curriculum?This lesson is the second lesson of the Civil Rights Movement unit. Yesterday we talked about Emmett Till and the injustice present in the south. This lesson is intended to get at the heart of why that condition in the south existed. The students will look at accounts recorded in the 1930s that illuminate the pressures African Americans were under, even though slavery had been abolished and African Americans were supposed to be enjoying the rights and privileges of every other citizen. This understanding of societal conditions will illuminate the delayed reaction of African Americans fighting for their individual rights.2.5 – How does this lesson build on previous lessons or previous learning?Yesterday’s lesson was about Emmett Till and how injustice was rampant in the south prior to the Civil Rights Movement. Today we will be talking about why that was. References will be made during the lecture to content learned during the Cold War and Baby Boom units. The students will continue to develop their ability to analyze historical documents for understanding and perspective. They will also continue to develop their ability to write responses to meaningful prompts by expressing their understanding of the content learned.2.6 – How will the learning in this lesson be further developed in subsequent lessons?The lecture content will be continued in future lessons. The concepts taught through the accounts of slavery activity will be discussed and reviewed in upcoming lessons.3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?The Beginning of the Civil Rights movement/ Out of Slavery.3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”Students will develop an understanding of the conditions that African Americans found themselves in prior to the Civil Rights Movement. They will understand that many of the Civil Rights violations that


were taking place in the United States had their roots in the enslavement of the African Americans by the white population.3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.EALR 4. HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.Component 4.2 Understands and analyzes causal factors that have shaped major events in history.GLE 4.2.2 Analyzes how cultures and cultural groups have shaped world history (1450—present).Component 4.3 Understands that there are multiple perspectives and interpretations of historical events.GLE 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in world history (1450—present).3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance expectations and EALRs/standards.The students will begin to understand the foundations for the Civil Rights Movement that were in the south in the form civil rights violations and injustices. They will understand that these civil rights violations had their roots in the enslavement of African Americans.3.6 – Rephrase your learning targets using student-friendly language.The students will begin to develop an understanding of conditions in the South prior to the Civil Rights Movement. They will also develop a deeper understanding of how these conditions had their roots in slavery.3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards).The students will be observed writing down notes and asking questions for clarification during the lecture. They will complete an assignment that asks them to analyze two documents for historical accuracy and honesty. They will write a response to these documents explaining inconsistencies and describing why these two documents vary in such a large degree.3.8 – What do you as the teacher know about this particular concept/topic etc.?I’ve studied the Civil Rights Movement in multiple classes, not including the prep work that I did for this class. I am familiar with all of the content on the lecture and the major themes that run throughout the Civil Rights Movement.3.9 – Where did you find this information? (List specific resources, using APA style.)Appleby, J., Brinkley, A., Broussard, A., McPherson, J., and Ritchie, D. (2003). The American Republic

since 1877. New York: Glencoe McGraw-Hill.Davidson, J. W., & Lytle, M. H. (2005). After the Fact: The Art of Historical Detection (Vol. 2) (5th

ed.). Boston: McGraw-Hill.

3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)The students will be required to understand specific historical terms, which we will be covering individually during the lecture. They will also need to know specific education academic language to


know what is expected of them for the in-class assignment.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?Civil Rights Movement, “Separate-but-Equal”, “Jim Crow” laws, De facto Segregation, NAACP, CORE, Massive Resistance, The Southern Manifesto, Analysis3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?They are expressing their understanding of the two historical documents in a response describing the features and inconsistencies of both. They will express understanding of both content terms and school terms in their reflection. Their understanding of content terms will be determined through their use of the content terms in the reflection. Understanding of academic terms will be assessed through the successful completion of the assignment.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?The students will need to understand historical language and how it’s used. They will need to describe the events that took place in the past tense and mention historical inconsistencies. Most students understand this kind of sentence construction, but for the students who are struggling with this ability, direct instruction will be provided.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?The students will have the opportunity to ask and answer questions during the lecture about specific historical terms and concepts. They will be able to show their understanding of those concepts and terms in their reflection that they write on the content of the accounts of slavery with connections to the lecture content.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?Student progress will be assessed throughout the lecture through questions posed to individual students about specific content and terms. These questions will be on content they learned about during the reading the night before and on specific concepts discussed during class. Student progress will also be assessed in the quality of their discussions of the prompts about the two accounts of slavery. This assessment will assess their understanding of the documents and of the concepts taught during the lesson.4.2 – How will students demonstrate their understanding?The students will answer questions during the lecture and ask questions for clarification. They will also discuss the differences between the two documents read in class with their partner. These discussions will be observed by the teacher.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.The students already have a great understanding of the Civil Rights Movement, as evidenced by the pre-assessment. Student answers to questions about the reading content will determine how much time is spent on each topic highlighted in the Power Point.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?The students will write a reflection on the differences between the two accounts of slavery and will give an explanation why the accounts differ. They will cite specific evidence from the text and explain specific concepts taught in class. This assessment will assess their understanding of the material and of


the content of the lesson. The quality of their responses will also assess their on-task work during group work.4.5 – How might you modify your assessment(s) for the students with whom you are working?The students will be put in groups of two by ability and understanding. Struggling students will be able to rely on the students who they are paired up with to get a better understanding of the material. Questions posed to specific struggling students will be appropriate to the learning and ability level. If students struggle with lecture content, a copy of the teacher’s notes will be provided.4.6 – How will students be able to reflect upon and self-assess their learning?The students will write down the objective in their notebooks at the beginning of class. They will be able to constantly chart their progress towards those objectives during the lesson by comparing what we are doing in class with what they are supposed to accomplish.4.7 – To what extent are your assessments aligned with your objectives?Questions posed to students during the lecture will assess their progress towards understanding the conditions in the south prior to the Civil Rights Movement. My assessment of their reflection will determine if they have understood the concept that slavery is to a large part responsible for civil rights violations in the south prior to the Civil Rights Movement.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:

Formative Assessment In what ways will you monitor student learning during the lesson and how might this guide your

instruction? What specific actions do you expect to observe? How will you record what you see and hear? What feedback will you provide? How will your feedback support students in meeting the learning targets?

Summative Assessment What evidence of student learning will you collect? What criteria will you use to judge whether or not your students are meeting the learning targets? What are your evaluative criteria (or rubric) and how do they measure student proficiency for your

learning targets?

Description of formative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

Questions posed to students during the lecture to gauge understanding.

Observation of student discussions of account content.

Correct responses to questions, Attention to lecture, relevant responses.

On task work and discussion, Insightful observations

Understanding of content and concepts, critical thinking.

Understanding of content and concepts, on-task work.

Verbal positive feedback.

Verbal affirmation of student ideas.

Description of summative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students


Reflection on differences in accounts of slavery

Correct analysis of accounts, Insightful comments communicating understanding.

Understanding of accounts, content, and concepts; On-task work during assignment.

Written affirmation of student ideas and correction of student mistakes.

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.The writing assessment requires them to analyze the documents and give the answer to a specific question about them. The word analyze will be discussed in class for clarification of expectations and requirements.4.9 – Academic Language – How is the understanding of academic language being assessed?Successful use of historical terms in context during the reflection. Successful completion of the assignment based on the academic term requirements.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead) X One Teach, One Drift (lead) Station TeachingOne Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental TeachingParallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes No5.2 – What learning activities do you have planned for the students? (This describes what the students do.)The students will listen to a lecture, write notes, and ask questions about content. They will then read two accounts of slavery taken from the same individual at two different times and compare them for historical accuracy.5.3 – What instructional strategies will you use? (This describes what the teacher does.)The teacher will deliver the information to the students from the Power Points and ask questions of the students to gauge understanding and comprehension. I will then circle the room during the project to make sure that students are on task and that they are being successful with the content.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?The students will have the learning target in front of them during the lesson in order to gauge their process towards that learning objective. I will summarize the learning objectives and will ask the students if they have any questions regarding it.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.

For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding

Guided Practice Independent PracticeFor a constructivist lesson: Objective & Purpose Explore/Experiment Hypothesize/Explain Report/Assess

Sufficient detail is needed to see intention of the learning experiences. Consider the following questions: How will you communicate the learning targets to the students? How will you communicate your expectations to the students?


How will you connect to your students’ previous experiences? How will you link the lesson to their lives as students? What are the key teacher questions or prompts? What are the procedural directions for students to follow? How will you explicitly teach/model or demonstrate the skill/strategy/concept? How will you adapt the instructional procedures to meet the needs of the students whom you are

teaching? What learning activities make up the lesson? What kind of examples/samples will you provide for your students? How will students know where the work is going and what is expected of them? What opportunities will you provide for students to practice this new skill/strategy? What questions might you pose to push student thinking and check for understanding? What feedback do you plan to provide? How might you correct student misunderstandings? What kind of opportunities will you provide students to apply this new learning and demonstrate

mastery? How might students evaluate their work and its implications?

It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps should reflect: Multiple approaches to learning that are responsive to the description of students provided in the

Context for Learning. Research and principles of effective practice. A transformative multicultural perspective. Attempts to stimulate problem solving and critical thinking.

Complete the following table: Provide an estimate of time. List the sequence of the various learning experiences in the lesson. Articulate a purpose for your selection of each significant learning activity. Focus on the choice of

instructional strategies and on why significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in your teaching.

Time Learning experiences Purpose5 min

20 min

20 min

5 min

Collection of last section paperwork.

Lecture on the beginning of the Civil Rights movement.

Silent reading and group work for the activity.

Closing discussion of accounts activity.

For grading the last section.

To provide review information from the readings the previous night.

To work on first-hand account analysis and understanding of southern conditions.

To recover ideas and concepts taught during the lesson.

5.6 – Closure – How will the key points of the lesson be articulated? During the closing discussion of the documents, the lessons content and focus will be revisited for


student comprehension and understanding.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?The students will be asked how they think these two documents fit into the learning objective. A discussion will occur of conditions in the south at the beginning of the Civil Rights Movement.

5.8 – Closure – How will students rethink and revise their understanding and work?The students will be given the night to work on their responses and revise as necessary.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?I will need the computer, the projector, my handouts, and the camera and tripod.5.10 – Materials – What materials will students need for this lesson?My students will need their notebook and a writing utensil.5.11 – Grouping of students for learning – How will student learning groups be formed?The students will be grouped in pairs by student selection. The students will have the opportunity to select who they are going to work with.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?None5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planThe parents will be contacted once a month to let them know about unit content and requirements and to let them know what their student is doing in class. A predetermined moments throughout the course, families will be invited to come observe presentations and projects that the students complete as a part of the curriculum.6. Retrospective Reflection – What did you learn about your teaching and student

learning during this lesson?6.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?

The content of the lesson was taught as planned, but the lecture took much more time during the period than expected. I allowed the students to continue working on the class activity at home, which wasn’t my intention originally for the project.

6.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.

The students asked specific questions about the content of the lesson that showed their comprehension and understanding of the content. The application of the slave accounts will have to be retaught tomorrow to make sure that students understood it.

6.3 – What did you learn about your students as learners?That they are capable of higher forms of learning and expectations. That extra time is needed for the Power Point presentations due to student process and writing speed.6.4 – What other forms of feedback could you have used? Why?

I could have used verbal feedback to reaffirm student ideas if we had had enough time to discuss the project at the end of class. As it was, we ran out of time and students were largely unfinished


with the assignment.6.5 – What will be your next steps instructionally? Why?

Provide more time for the Power Point presentations. Shorten activities if possible.6.6 – Do you have data to supports these next steps? Explain.

The Power Point presentation took about 30 minutes today, which is more than the time I had set aside for them (20 min). The students obviously need more time with this alternative form of note taking.

6.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?

I plan to set aside more time for the Power Point presentation and for note taking. The students appeared to need more time then was allotted for the presentation. In addition, more time was needed for the project, and pairs should have been assigned prior to the project.

6.8 – How would the changes improve the learning of students with different needs and characteristics?The content and project were rushed, not allowing me to provide individual assistance to struggling students. If more time is allotted, then I will have the ability to focus on assisting specific students who need my attention.6.9 – What have you learned about yourself as a teacher?That, in planning, I see myself being able to accomplish more than is actually possible.6.10 – What goals do you have for yourself as you plan future lessons?To allot more time for lesson content and student projects.


(Instructional Materials are formatted to fit in 5 pages. Much more space for responses was given on originals. Missing from examples: Teacher Notes, Lesson PowerPoint, Learning Objective Word Document).

24.1 The Movement Begins (Part One) Notes

Rosa Parks

• December 1, 1955 Montgomery, Alabama

• Segregated Buses

• Four African Americans for One White Man

• “Ya’ll better make it light on yourselves and let me have those seats.”

• Parks Arrested

• Movement Begins

Plessy vs. Fergusson

• 1896

• “Separate-but-Equal”

• “Jim Crow” Laws

• De facto segregation

NAACP

• National Association for the Advancement of Colored People

• Norris vs. Alabama

• Morgan vs. Virginia

• Sweatt vs. Painter

CORE

• The Great Migration

• Political Power

• The Congress for Racial Equality

• Sit-ins

Brown vs. Board of Education

• African American Soldiers

• Thurgood Marshall

• Linda Brown

• Brown vs. Board of Education of Topeka, Kansas

The Southern Manifesto

• Disregarding the Supreme Court ruling

• “Massive Resistance”


• Pupil Assignment Laws

• “With all deliberate speed”

• The Southern Manifesto

Slavery Accounts Assignment

Directions:

Read the following interviews of a freed slave that took place in the years between 1935 and 1937. Work together with a partner to write a short paragraph on the paper provided explaining why the two accounts are so different.

Information you need to know:

- The Federal Writer’s Project (FWP) was a federal organization established by Franklin Roosevelt during the New Deal. Its aim was to employ out of work journalists and writers to write cultural guides of different areas of the United States.

- Under folklorist John Lomax, the FWP also organized journalists in many states to interview former slaves.- The interviewers did not use tape recorders, took written notes of their conversations, and edited

testimonies freely to improve flow or remove content they found objectionable or irrelevant.

- During the time of these interviews, there were many reminders in the South to African Americans that the white populace believed that they were inferior including strict segregation laws.

- From 1931 to 1935, more than 70 African Americans were hanged in the South, often for minor or nonexistent crimes.

- Many African American farmers and sharecroppers in the south were constantly in debt to white property owners.

- Many African American prisoners in the south had to agree to increasingly harsher labor contracts in order to be released.

- When a white person in the south addressed an African American they called them by their first name or by a slang nickname such as “boy”, “auntie”, or “uncle”.

- African Americans were required to address a white person as “mister” or ma’am”.

- The two following accounts are from the same person, Susan Hamilton, a former slave who lived in Charleston, South Carolina.

- The first account was written down a white woman, Jessie Butler, who let her interviewee think that she was from the welfare office.

- Susan Hamilton was elderly and unable to work. She was dependent on charity and welfare to survive. - The second account was written down by a man named Augustus Ladson. There is no mention in South

Carolina narratives of the race of Augustus Ladson but there is some suspicion that he was African American.

- The interviews are reproduced here exactly as they were recorded. They contain many grammatical and spelling errors reflecting the conversational language of the time.

Account #1

“I kin remember some things like it was yesterday, but I is 104 years old now, and age is starting to get me, I can’t remember everything like I use to. I getting old, old. You know I is old when I been a grown woman when the Civil War broke out. I was hired out then, to a Mr. McDonald, who lived on Atlantic Street, and I remembers when de first shot was fired, and the shells went right over de city. I got seven dollars a month for looking after children, not taking them out, you understand, just minding them. I did not got the money, Mausa got it.”

“Don’t you think that was fair?” I asked. “If you were fed and clothed by him, shouldn’t he be paid for your work?”


“Course it been fair,” she answered, “I belong to him and he got to get something to take care of me.”

“My name before I was married was Susan Calder, but I married a man named Hamlin. I belonged to Mr. Edward Fuller, he was president of the First National Bank. He was a good man to his people till de Lord took him. Mr. Fuller got his slaves by marriage. He married Miss Mikell, a lady what lived on Edisto Island, who was a slave owner, and we lived on Edisto on a plantation. I don’t remember de name cause when Mr. Fuller got to be president of de bank we come to Charleston to live. He sell out the plantation and say them (the slaves) that want to come to Charleston with him could come and them what wants to stay on the island with his wife’s people. We had our choice. Some is come and some is stay, but my ma and us children come with Mr. Fuller.

“We lived on St. Philip street. The house still there, good as ever. I go ‘round there to see it all de time; the cistern still there too, where we used to sit ‘round and drink the cold water, and eat, and talk and laugh. Mr. Fuller have lots of servants and the ones he didn’t need hisself he hired out. The slaves had rooms in the back, the ones with children had two rooms and them that didn’t have any children had one room, not to cook in but to sleep in. They all cooked and ate downstairs in the hall that they had for colored people. I don’t know about slavery but I know all the slavery I know about, the people was good to me. Mr. Fuller was a good man and his wife’s people been grand people, all good to their slaves. Seem like Mr. Fuller just git his slaves so he could be good to dem. He made all the little colored children love him. If you don’t believe they loved him what they all cry, and scream, and holler for when dey hear he dead? ‘Oh, Mausa dead my Mausa dead, what I going to do, my Mausa dead.’ Dey tell dem t’aint no use to cry, dat can’t bring him back, but de chillen keep on crying. We used to call him Mausa Eddie but he named Mr. Edward Fuller, And he sure was a good man.

“A man come here about a month ago, say he from de government, and dey send him to find out ‘bout slavery. I give him most a book, and what he give me? A dime. He ask me all kind of questions. He ask me dis and he ask me dat , didn’t de white people do dis and did dey do dat but Mr. Fuller was a good man, he was sure good to me and all his people, dey all like him, God bless him, he in de ground now but I ain’t going to let nobody lie on him. You know he good when even the little chillen cry and holler when he dead. I tell you dey couldn’t just fix us up any kind of way when we going to Sunday School. We had to be dressed nice, if you pass him and you ain’t dress to suit him he send you right back and say tell your ma to see dat you dress right. Dey couldn’t send you out in de cold barefoot neither. I ‘member one day my ma want to send me wid some milk for her sister in law what lived ‘round de corner. I fuss cause it cold and say ‘how you going to send me out wid no shoe, and it cold?’ Mausa hear how I talkin and turn back and laugh, den he call to my ma to gone in de house and find shoe to put on my feet and don’t let him see me barefoot again in cold weather.”

“When de war start going good and de shell fly over Charleston he take all us up to Aiken for protection. Talk ‘bout marching through Georgia, dey sure march through Aiken, soldiers was everywhere…

“Were most of the masters kind?” I asked.

“Well you know,” she answered, “times den was just like dey is now, some was kind and some was mean; heaps of wickedness went on just de same as now. All my people was good people. I see some wickedness and I hear ‘bout all kinds of t’ings but you don’t know whether it was lie or not. Mr. Fuller been a Christian man.”

“Do you think it would have been better if the Negroes had never left Africa?” was the next question I asked. “No Ma’am, (emphatically) dem heathen didn’t have no religion. I tell you how I t’ink it is. The Lord made t’ree nations, the white, the red and the black, and put dem in different places on de earth where dey was to stay. Dose black ignoramuses in Africa forgot God, and didn’t have no religion and God blessed and prospered the white people dat did remember Him and sent dem to teach de Black people even if dey have to grab dem and bring dem into bondage till dey learned some sense…”

Account #2

“I’m a hund’ed and one years old now, son. De only one livin’ in my crowd frum de days I wuz a slave. Mr. Fuller, my master, who was president of the Firs’ National Bank, owned the fambly of us except my father. There were eight men an’ women with five girls an’ six boys workin’ for him. Most o’ them wus hired out. De


house in which we stayed is still dere with de sisterns an’ slave quarters. I always go to see de old home which is on St. Phillip Street.

“My ma had t’ree boys an’ t’ree girls who did well at their work. Hope Mikell, my eldest brodder, an’ James wus de shoemaker. William Fuller, son of our Master, wus de bricklayer. Margurite an’ Catherine wus de maids an’ look as de children…

“W’en any slave wus whipped all de other slaves wus made to watch. I see women hung frum de ceilin’ of buildin’s an’ whipped with only supin tied ‘round her lower part of de body, until w’en dey wus taken down, dere wusn’t breath in de body. I had some terribly bad experiences.

“Yankees use to come t’rough de streets, especially de Big Market, huntin’ those who want to go to de “free country” as dey call’ it. Men an’ women wus always missin’ an’ nobody could give ‘count of dere disappearance. De men wus train’ up North fur sojus.

“De white race is so brazen. Dey come here an’ run de Indians frum dere own lan’, but dey couldn’t make dem slaves ‘cause dey wouldn’t stan’ for it. Indians use to git up in trees an’ shoot dem with poison arrow. W’en dey couldn’t make dem slaves den dey gone to Africa an’ bring dere black brother an’ sister. Dey say ‘mong themselves, “we gwine mix dem up en make ourselves king. Dats d only way we’d git even with de Indians.

“All time, night an’ day, you could hear men an’ women screamin’ to de tip of dere voices as either ma, pa, sister, or brother wus take without any warnin’ an’ sell. Some time mother who had only one chile wus separated fur life. People wus always dyin’ frum a broken heart.

“One night a couple married an’ de next mornin’ de boss sell de wife. De gal ma got in in de street an’ cursed de white woman fur all she could find. She said: “dat damn white, pale-face bastard sell my daughter who jus’ married las’ night,” an’ other t’ings. The white man tresten’ her to call de police if she didn’t stop, but de collude woman said: “hit me or call de police. I redder die dan to stan’ dis any longer.” De police took her to de work house by de white woman orders an’ what became of ‘er, I never hear.

”W’en de war began we wus taken to Aiken, South Ca’line were we stay’ until de Yankees come t’rough. We could see balls sailin’ t’rough de air w’en Sherman wus comin’. Bumbs hit trees in our yard. W’en de freedom gun wus fired, I wus on my ‘nees scrubbin’. Dey tell me I wus free but I didn’t b’lieve it…”

Source:

Davidson, J. W., & Lytle, M. H. (2005). After the Fact: The Art of Historical Detection (Vol. 2) (5th

ed.). Boston: McGraw-Hill.

Write your explanation and analysis of the accounts of slavery here. Why are these two accounts so radically different? Explain your reasoning. Mention three specific details.

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Civil Rights Guided Readings 2 (Pg. 749-752)

1. What was the significance of the Montgomery Bus Boycott?

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2. Who did the Montgomery Improvement Association elect to lead them? Why was he such an effective speaker?

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3. What’s the significance of Martin Luther King Jr.’s reference to the Iron Curtain and Totalitarianism in the quote on page 750?

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4. Why didn’t Eisenhower want to end Segregation? What were his reasons for his policies toward integration?

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5. What’s the significance of Faubus’s use of the National Guard? Of Eisenhower’s response?

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