Lesson Overview
- Part of this activity is based very loosely on the game Mastermind
- This activity is designed to be completed in small groups, but could be modified to be completed by individual students.
- Each group will be assigned a time period of Robert Smalls’ life that must be researched. Each time period is labeled with a specific title, indicating a chronological period. (1.While Still in Bondage, 2.The Events that Changed Robert Small’s Life, 3.Robert Smalls’ Service for the United States during the Civil War, and Reconstruction)
- Students/groups are given a series of facts that are mixed up and in no specific order. The only hints they are given are the titles of the sectioned facts, and the number of facts which go with each chronological period.
- While Still in Bondage (10 facts)
- The Events that Changed Robert Small’s Life (12 facts)
- Robert Smalls’ Service for the United States during the Civil War, and Reconstruction (11 facts)
- Students/groups will be asked to complete five tasks: 1)Research the time period assigned, 2)Determine the facts that go with their assigned time period and place the facts in the correct chronological order, 3)Research and find a historical picture that represents the assigned time period, 4)Create an interactive photograph, using the site Thinglink, that allows students to infuse the facts into the photograph creating an immersive teaching experience. And finally, . . . 5)Write a compelling three paragraph response/reflection paper that explains Robert Smalls’ contribution to society, both on a national and local level, the significance of the group’s chosen photograph and the significance to Robert Smalls and the time period, and lastly, what we can learn from Robert Smalls that can be applied today.
Duration
3-4 hours
Lesson Type
1:1 Lesson
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
4, 8, 9, 10, 11, 12
Tablets/laptops with internet access
Additional Activities:
Study the map of the Charleston Harbor drawn by US engineers for the Union army in 1863. Other than the forts that defended the harbor, how did the Confederacy attempt to defend the harbor from Union forces? Why would Robert Small’s service on vessels blockading Charleston Harbor be of invaluable help to Union forces?
Research the SC constitution of 1895. Considering the SC constitution of 1895, and the rights that were taken from blacks, were the accomplishments of Robert Smalls all in vain? Write a well-developed argument (minimum of 20 sentences) explaining and defending your position.
Design a tombstone and write an epitaph for Robert Small’s headstone which summarizes his character and/or the values he cherished.
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Log In to View LessonStandards
- This indicator was developed to encourage inquiry into how land acquisition and the resulting border changes of the U.S. impacted the people of the western territories prior to Westward Expansion.
- This indicator was developed to encourage inquiry into the continuities and changes experienced by Americans of various genders, positions, races, and social status during the Civil War.
- This indicator was developed to encourage inquiry into the effects of military strategies to include but not limited to: wartime technologies, the Anaconda Plan, conscription, and Sherman’s March to the Sea.
- This indicator was developed to encourage inquiry into the relationship between the Civil War and the experiences of women, African Americans, and the planter class in South Carolina.
- 4.4.CC Identify and evaluate the economic, political, and social changes experienced throughout the Civil War.
- 4.4.E Analyze the economic, political, and social divisions during the Civil War.
- 4.5.CO Compare the roles of various groups on Reconstruction.
- This indicator was developed to encourage inquiry into founding principles as viewed through this period of federal government involvement, the development and realignment of a new labor system not based on a system of slavery, and the significant political realignment of the South.
- This indicator was developed to encourage inquiry into how new federal laws impacted the South during Reconstruction, to include the effects of the 13th, 14th, and 15th Amendments.
- This indicator was developed to encourage inquiry into how Reconstruction resulted in the foundation for the struggle for civil rights. This indicator was also developed to foster inquiry into Reconstruction Era policies such as Constitutional amendme
- 4.5.P Summarize Reconstruction as a turning point in American history.
- 4.5.CX Contextualize the economic, labor, political, and social conditions in South Carolina during the period of Reconstruction.
- 4.5.E Analyze multiple perspectives of the economic, political, and social effects of Reconstruction on different populations in the South and in other regions of the U.S.
- This indicator was designed to encourage inquiry into the Civil War focusing on the impacts of military strategies and major turning points on South Carolina and the U.S.
- This indicator was developed to encourage inquiry into the changes that served as a catalyst for Reconstruction. The indicator was also designed to promote inquiry into how these actions affected the economic, political, and social conditions in the South.
- 8.3 Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the United States as a result of sectionalism between the period 1816–1865.
- 8.4.CC Analyze continuities and change in the African American experience in the period of Reconstruction and Jim Crow eras within South Carolina.
- USHC.2.CC Differentiate the patterns of continuity and change within the development of sectionalism and reunion.
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