1. How to Differentiate Instruction in a Mixed Ability Classroom Presenters: Anetria and Sherrie

11. Primary Source Document 1 How can we FOCUS this document?

12. Provide Background An abolitionist named John Brown decided to fight slavery on his own. In 1859, he tried to start a rebellion against slavery by attacking a U.S. Army post at Harper’s Ferry, Virginia. Soldiers quickly surrounded his group and captured Brown. The government accused Brown of treason. At his trial, he insisted that he had done “no wrong but right.” Brown was found guilty and hanged. Many northerners saw Brown as a hero. Southerners saw him as a violent man out to destroy their way of life.

13. How was this adapted? On the day of his death, December 2, 1859, John Brown wrote, (Original version) “ I John Brown am now quite certain that the crimes of this guilty land will never be purged away, but with Blood. I had as I now think vainly flattered myself that without very much bloodshed; it might be done." (Modified version) I am sure that the only way slavery will be abolished is through bloodshed (war). I should not have thought that I could have done it myself in a peaceful way.

14. Excerpt from Letters on Slavery (Original Version) MY DEARBROTHER: I received yours of the 2d December, with mingled sensations of pleasure and pain; it gave me pleasure to hear of your health, and pain to hear of your purchasing slaves. I consider involuntary slavery a never-failing fountain of the grossest immorality, and one of the deepest sources of human misery; it hangs like the mantle of night over our republic, and shrouds its rising glories. (Modified Version) My Dear Brother: I received your letter from December 2 nd , with mixed feelings of happiness and sadness. I was happy to hear of your health, but said to hear you purchased slaves. I believe slavery is a horrible problem. It causes humans to suffer. It is a cloud of negativity hanging over our country. John Rankin, an abolitionist living in Ohio, wrote a series of anti-slavery to his brother Thomas, a slave-owner. The letters convinced his brother to free his slaves. Eventually, the letters were published as a book . This book, Letters on Slavery, was widely read by abolitionists across the United States. John Rankin aided slaves as part of the Underground Railroad. His family would raise a lantern on a flagpole to signal to slaves in Kentucky when it was safe for them to cross the Ohio River. Slaves traveled through Ohio to reach freedom. This is a view form a window in the Rankin house.

20. Social Studies Level 1

21. Social Studies Level 2

22. Social Studies Level 3

24. Age of Exploration R Define the Columbian Exchange and list items that were introduced from the as a result. R Define Exploration R Identify one explorer from our unit of European Explorers and identify the “who, what, when, where and why.” R Draw and label different types of ships used for exploration, such as the CARAVEL R Make a timeline of key events in the history of exploration (you may use the timeline template) R Find three different exploration routes on a map or globe (use your textbook if necessary).

25. Age of Exploration S/C Describe three of the first European Explorers and their exploration goals. S/C Make a Venn Diagram comparing and contrasting Spanish Exploration and Portuguese exploration. S/C Compare 5 explorers from our unit of European Explorers. Categorize the “who, what, when, where and why” – for each. S/C Compare and contrast methods of exploration, past and present. Select and appropriate graphic organizer. S/C Compare and contrast technology used in exploration, past and present. *Select and appropriate graphic organizer. S/C If you were a young Spaniard approached by Christopher Columbus to go on his first voyage, would you go? Explain.

30. Cubing/Think Dots Rubric 3 2 1 -Evidence of alignment with Bloom’s Taxonomy -Evidence that activities are designed for readiness, interest, or learning styles -Evidence of what students are to Know, Understand, and Do -Some evidence of alignment -Some evidence of design for readiness, interest, or learning styles -Some evidence of what students are to Know, Understand, and Do -No evidence of alignment -No evidence of readiness, interest, or learning styles -No evidence of what students are to Know, Understand, and Do