FROM THE PLANTATION TO THE WHITE HOUSE

From the plantation to the White House.

Plan détaillé de la séquence: Séance 1: From Slavery to the Civil War Séance 2: Segregation and Jim Crow Laws Séance 3: Civil Rights movement & famous figures Séance 4: Tâche finale

Séance 1: From Slavery To the civil war

Part 1: (Anticipation CO) Life of a plantation slave Part 2: (CE) Slavery Part 3: (CO) 12 years a slave Step 1: Official trailer Step 2: Sum up the story of the moviePart 4: (CE: Webquest) "The Underground Railroad"Part 5: Harriet Tubman Anticipation: Step 1: Harriet Tubman's biography Step 2: Crossword puzzle Step 3: Word search puzzle Step 4: QuizPart 6: The Civil War: 1861-1865 Step 1: (CE) Step 2: Timeline of the Civil War (1861-1865)Part 7: Recap Part 8: Let's revise for the test

Slavery (1619-1865) When blacks were brought to American south in the early 1600s (1619), according to some historians, they were at first treated as indentured servants rather than permanently enslaved from generation to generation. By the late 1600s, however, hereditary slavery had become the rule and blacks were degraded to the status of property. Some owners treated their slaves and servants well and others did not. Keeping slaves became very important to the southern economy, at first on large tobacco and rice plantations in Virginia and Maryland , and later in the more important cotton business in the expanding Deep South. At the end of the colonial period, 18% of the US population of 3.9 million were slaves. But the dependence on slave labour diminished as tobacco and rice industries grew less profitable in the early 1800s. At the same time, moral indignation against the slave trade grew so strong that in the 1808 the importation of slaves was banned. However, new technology in the cotton industry at the turn of the century made slave labour more important than even before. Eli Whitney's cotton gin (the machine that cleaned cotton many times faster than was possible manually) meant that plantation owners could greatly increase their profits if they had more slave cotton pickers to keep their cotton gins in full operation. By 1860, the slave population had grown to just under 4 million. As importing slaves was illegal, this increase was mainly due to slave families growing in size, as well as to labelling children of mixed-race parents blacks and hence slaves. With the expansion of the cotton economy, the territory used for its production expanded westward. This often meant that slave children had to move away from their parents to serve their masters, most likely the sons of slaveowners, on newly developed plantations.

Séance 2: Segregation & Jim Crow laws

Part 1: (CO) Let's remember and move forward Part 2: (CE) Browse this website and do the quiz Part 3: Let's recap Part 4: Part 4: L’interdiction, la permission ou l’absence de permission et l’obligation au passé Part 5: (PE & POC) Description of pictures Part 6: Let’s recap what we have learnt in Unit 2: Segregation and Jim Crow Laws Part 7: (PE)

Séance 3: Civil rights movement and famous figures

Part 1: Definition of Civil Rights Part 2: Rosa Parks Step 1: The Neville Brothers – Sister Rosa Step 2: What happened on the bus Step 3: Rosa Parks’s biography Step 4: Game Step 5: Recap Step 6: Rosa Parks’s interview (évaluation) Part 3: Martin Luther King Jr. Step 1: MLK The King and His Dream Step 2: Martin Luther King Jr.’s biography Step 3: Game Step 4: Quiz Step 5: (CE) “I Have a Dream” Step 6: L’expression du _ _ _ _ _ Step 7: Crossword puzzle Step 8: Wordsearch Part 4: (PE évaluée) Rosa Parks or Martin Luther King Jr.

Part 5: Ruby Bridges Step 1: (CO) Ruby Bridges visits with the President and her portrait Step 2: (CE) The Problem We All Live With, Norman Rockwell, 1964 Step 3: (CO) Civil Rights, Ruby Bridges Step 4: Ruby Bridges biography Step 5: Quiz Part 6: Complete the timeline of black history in the USA

Mrs Gaham