Activity Overview
The 5 Ws and H are a powerful and simple way for students to get an overview of a topic and better enhance their understanding. After learning about Slavery in America, students will create a narrative storyboard to explain the 5Ws and H. They will create scenes and a short description to answer the following questions about Slavery in America: When did slavery occur in America? Who was affected by it? Where did it occur? Why did it continue for so long? How did people resist slavery? What happened in the end to finally abolish slavery? In this way students can examine the core ideas about why the institution of slavery was so embedded in American society and how it finally came to an end.
When learning about the Who, What, When, Where, Why, and How of Slavery in America, students may need teachers to provide a variety of resources. The use of diverse resources such as primary sources, videos, readings from textbooks, encyclopedias, and literature can be helpful for students to gain an accurate and complete picture of the time period. Students can use graphic organizers with spaces for the 5Ws and H to write down their notes while they read or watch.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that answers the following questions about Slavery in America: When did slavery occur in America? Who was affected by it? Where did it occur? Why did it continue for so long? How did people resist slavery? What happened in the end to finally abolish slavery?
Student Instructions:
- Click "Start Assignment".
- In the description boxes, write a concise statement that answers the question.
- Create a picture for each cell using appropriate scenes, characters, and items to illustrate your answer.
Requirements: Must have 6 cells to answer the When, Who, Where, Why, How, and What questions. Must include a short caption to answer the question and appropriate illustrations for each cell that illustrate the answer.
Lesson Plan Reference
- CCSS: RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- ELA-LITERACY.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- ELA-LITERACY.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- ELA-LITERACY.CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- ELA-LITERACY.WHST.6-8.2.B - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
The 5 Ws and H are a powerful and simple way for students to get an overview of a topic and better enhance their understanding. After learning about Slavery in America, students will create a narrative storyboard to explain the 5Ws and H. They will create scenes and a short description to answer the following questions about Slavery in America: When did slavery occur in America? Who was affected by it? Where did it occur? Why did it continue for so long? How did people resist slavery? What happened in the end to finally abolish slavery? In this way students can examine the core ideas about why the institution of slavery was so embedded in American society and how it finally came to an end.
When learning about the Who, What, When, Where, Why, and How of Slavery in America, students may need teachers to provide a variety of resources. The use of diverse resources such as primary sources, videos, readings from textbooks, encyclopedias, and literature can be helpful for students to gain an accurate and complete picture of the time period. Students can use graphic organizers with spaces for the 5Ws and H to write down their notes while they read or watch.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that answers the following questions about Slavery in America: When did slavery occur in America? Who was affected by it? Where did it occur? Why did it continue for so long? How did people resist slavery? What happened in the end to finally abolish slavery?
Student Instructions:
- Click "Start Assignment".
- In the description boxes, write a concise statement that answers the question.
- Create a picture for each cell using appropriate scenes, characters, and items to illustrate your answer.
Requirements: Must have 6 cells to answer the When, Who, Where, Why, How, and What questions. Must include a short caption to answer the question and appropriate illustrations for each cell that illustrate the answer.
Lesson Plan Reference
- CCSS: RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- ELA-LITERACY.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- ELA-LITERACY.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- ELA-LITERACY.CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- ELA-LITERACY.WHST.6-8.2.B - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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