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Victims to Victors
| Subject: | Resistance |
| Curriculum Area: | Social Studies, Language Arts; J.H.S. |
| Instructional Objective: | Students will chart three successful revolts and five instances of other forms of resistance to enslavement by enslaved Africans. |
Prerequisite Skills:
1. Students must be able to work in groups, by organizing and managing their time and behavior in order to produce a product (cooperative learning).
Materials:
(Materials listed below are for all the activities in this lesson.)
1. Long strips of cloth at least 2 yards in length
2. Elmer's-type glue (may be dyed to produce other effects, visuals)
3. Snippets of paper, fabric, string, sand, beads, sequins, etc.
4. Paper (notebook, graph, drawing, construction, wrapping, wax, towels, etc.)
5. Pencils, pens, crayons, paint, markers, fabric dye, chalk, erasers, ink, etc.
6. Wherever possible, the use of computer graphics should be employed along with student developed graphics.
Activity:
Constructing a timeline and designing kente cloth. (These activities are designed to implement cooperative learning.)
I. Leap Frog Timeline
Procedure:
1. Students will play a game of leap frog with the object of presenting an event, a story, and information sequentially. Subjects may include the Harriet Tubman reading passage and the dates of uprisings.
2. The teacher should mark the time segments either on the chalkboard or on the floor with cloth that is knotted, at the point where the student lands. At that point the student must tell the next sequence of the story, give the next date, and so forth.
3. The teacher will pick up the knotted cloth or point to the segments on the chalk board to demonstrate how the story, dates, and events move from one sequence to the next.
II. Design a Kente Cloth
Procedure:
1. Students will design a pattern for Kente cloth on strips of paper. Students should include the following:
(a) a symbol or picture, and a color that represents a person, date, or event
(b) specific measurable markings to separate the dates and events, from one to the next
(c) write a descriptive narrative of the visual events (or, for younger students, have them dictate the events into a recorder and have the tape transcribed)