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Destination Africa Lesson Plan: The Colonization of Liberia
Overview
This WebQuest introduces students to the repatriation of freed slaves and freeborn African Americans to the continent of Africa. The students will become members of the American Colonization Society (ACS) charged with the task of promoting repatriation amongst freeborn African Americans and former enslaved African Americans. Working in pairs, the students will research the physical and cultural geography of Liberia, the pros and cons of repatriation from multiple perspectives, the important people associated with the movement, and the American Colonization Society. Students will produce a pamphlet and evaluate their fellow classmates' pamphlets to determine which does the best job in promoting the goals of the ACS. Ultimately, the students will determine if the experiment was a success and what, if any, obligation the United States has to Liberia today.
Grade Levels:Middle and high school, grades 8-12
For use with:Colonization and Emigration
Concentration Area:History: U.S. Government
National Curriculum Standards met by this lesson
The standards for this lesson conform to those set by the Mid-continent Research for Education and Learning (McRel).
Students will understand

  • How slavery shaped social and economic life in the South after 1800 (e.g., the cotton gin and the opening of new lands in the South and West led to increased demands for slaves; differences in the lives of plantation owners, poor free black and white families, and slaves; methods of passive and active resistance to slavery; escaped slaves and the Underground Railroad).
  • The elements of slavery in both the North and South during the antebellum period (e.g., similarities and differences between African-American and white abolitionists, defense of chattel slavery by slaveholders, growing hostility toward free African Americans in the North, how African-American leaders fought for rights).
Time required

  • Two 90-minute blocks of time to research and prepare the pamphlet
  • One block of 90 minutes to review the pamphlets and discuss the current status of Liberia
  • Materials needed
    • Narrative, Colonization and Emigration (one per student)
    • Destination Africa Research Guide (one per student)
    • Rough Draft Pamphlet (one per student)
    • Destination Africa ACS Pamphlet Evaluation (one per student)
    • Individual Research Scoring Guide (one per student)
    • ACS Pamphlet Scoring Guide
    • Computer and projector system with Internet access (teacher)
    • Computer with Internet access (one per student)
    Anticipatory Set

    1. Project the flag of Liberia on the projector system. Discuss with students the similarities and differences of the projected flag and the flag of the United States.
    Procedures

    1. Discuss "Anticipatory Set." Project the WebQuest [link to destinationafrica_webquest.doc]and review the content.
    2. Divide the students into pairs. Hand out the Destination Africa Research Guide[anchor link to below research guide] (one per student). Explain to students that each member of the team is responsible for three of the topics. The team has five minutes to discuss and choose their topics for research.
    3. Distribute the African Colonization narrative to students. They will read the narrative and record supporting information on the Destination Africa Research Guide.
    4. Provide approximately 15 minutes for students to read the narrative and record their supporting information.
    5. Web research:

      1. After using the narrative, provide students with access to the Internet to complete the WebQuest.
      2. Remind students to use the provided websites, record supporting information and the source, and save to their file any pictures they believe will enhance the pamphlet.
      3. Have students complete their research at home or in the computer lab if they do not finish it in class.
      4. Distribute Pamphlet Rough Draft [link to rough draft chart below] and ACS Pamphlet Scoring Guide. [link to below, Pamphlet Scoring Guide]
      5. Homework: Assign the Pamphlet Rough Draft as homework.
    6. Pamphlet Creation:

      1. Sign the students' rough drafts at the beginning of class.
      2. Have students work with their partners to create the pamphlet. (Remind the students to refer to the ACS Pamphlet Scoring Guide for requirements.)
      3. Make sure that students make three copies and give them to you when they have completed their pamphlets.
      4. Homework: Finish any pamphlet NOT completed in class as homework.
    7. ACS Pamphlet Evaluation Activity:

      1. Prior to class, write a number on each pamphlet (each team's pamphlet will be identified on the ACS Pamphlet Evaluation form by its assigned number).
      2. Distribute ACS Pamphlet Evaluation (one per student).
      3. Each team will evaluate the other teams' pamphlets using the ACS Pamphlet Evaluation.[link to Evaluation below]
      4. Each team will select the top three pamphlets.
      5. The teams with a pamphlet selected for the "top three" will present their pamphlet to the class explaining why they believe their pamphlet will best promote repatriation to freeborn African Americans and former slaves.
      6. The class will vote on the pamphlet the ACS will use to promote repatriation.
    8. Discussion: Ask students to discuss the following questions:

      1. What did you find most interesting regarding the creation of Liberia?
      2. Do you think repatriation was a good idea? Why or why not? What would have been an acceptable alternative to repatriation during thetime period?
      3. Why do you think the ACS was considered "controversial?"
      4. Do you agree with the freeborn and abolitionists claims regarding the negative consequences of repatriation? Explain.
      5. What role, if any, should the United States play in the future of Liberia?
    Assessment

    Writing for Understanding

    Assign the students Writing for Understanding [link to Writing for Understanding]. Explain they will select one of the options and write a three-paragraph editorial either supporting or opposing the statement.

    Individual Research (Refer to the Individual Research Scoring Guide)[link to below Individual Research Scoring guide, below]

    Pamphlet (Refer to the ACS Pamphlet Scoring Guide)

    Writing for Understanding (Refer to the Editorial Scoring Guide) link to below Writing for Understanding Editorial Scoring guide, below

    Destination Africa: The Colonization of Liberia

    [linked from above]

    Destination Africa Research Guide

    Directions: Each partner will select three topics to research for contribution to the promotional pamphlet for the American Colonization Society. In conducting your research, follow the instruction below:

    1. Use the selected web sites under "Resources."
    2. Take notes that will provide the information needed to create the pamphlet.

      *All the information recorded must have the web address listed.
    3. Download any pictures, maps, photographs, etc. to enhance the pamphlet.
    Topic/Researcher Information Source(s)
    Web address(es)
    Physical and cultural geography of Liberia



    Researcher:
    History and goals of the American Colonization Society



    Researcher:
    Important people and their contributions to the ACS and the success of the colony



    Researcher:
    Pro repatriation (arguments supporting repatriation from multiple perspectives – freed people, freeborn African Americans, slave owners, non-slave owners)



    Researcher:
    Con repatriation (arguments against repatriation from multiple perspectives – freed people, freeborn African Americans, slave owners, non-slave owners)



    Researcher:
    Government of the new country (Who will be in charge? What rights will be included in the Constitution? What is the structure of the new government?)



    Researcher:

    Destination Africa: The Colonization of Liberia

    [linked from above]

    Pamphlet Rough Draft

    Directions: Complete a "rough draft" of the pamphlet. Include the text and sketches of the pictures you will be using. The rough draft must be approved prior to beginning the pamphlet "suitable for publication." Cut out the pamphlet to ensure accurate placement of information.


    Destination Africa: The Colonization of Liberia

    [Linked from above text]

    ACS Pamphlet Scoring Guide

    Teacher name: ___________________

    Student Name: ___________________

    Category Excellent Good Satisfactory Needs Improvement
    Writing - Organization Each section in the pamphlet has a clear beginning, middle, and end. Almost all sections of the pamphlet have a clear beginning, middle, and end. Most sections of the pamphlet have a clear beginning, middle, and end. Less than half of the sections of the pamphlet have a clear beginning, middle, and end.
    Writing - Grammar There are no grammatical/spelling mistakes in the pamphlet. There are one-two grammatical/spelling mistakes in the pamphlet. There are three-four grammatical/spelling mistakes in the pamphlet. There are several grammatical/spelling mistakes in the pamphlet.
    Content - Accuracy All facts in the pamphlet are accurate. 99-90 percent of the facts in the pamphlet are accurate. 89-80 percent of the facts in the pamphlet are accurate. Fewer than 80 percent of the facts in the pamphlet are accurate.
    Attractiveness & Organization The pamphlet has exceptionally attractive formatting and well-organized information. The pamphlet has attractive formatting and well-organized information. The pamphlet has well-organized information. The pamphlet's formatting and organization of material are confusing to the reader.
    Graphics/Pictures Graphics go well with the text, and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few, and the brochure seems "text-heavy." Graphics do not go with the accompanying text or appear to be randomly chosen.
    Sources Careful and accurate records are kept to document the source(s) of 95-100 percent of the facts and graphics in the pamphlet. Careful and accurate records are kept to document the source(s) of 94-85 percent of the facts and graphics in the pamphlet. Careful and accurate records are kept to document the source(s) of 84-75 percent of the facts and graphics in the pamphlet. Sources are not documented accurately or are not kept on many facts and graphics.

    Date Originally Created: 2003-07-20

    Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

    Destination Africa: The Colonization of Liberia

    Linked from above

    ACS Pamphlet Evaluation

    Directions: The ACS must select the pamphlet best promoting the movement. You and your partner will further assist the ACS by reviewing the other teams' pamphlets, as follows:

    1. Review each packet and complete the evaluation. Your evaluation should incorporate specific examples from each pamphlet.
    2. Select the three pamphlets you believe best promote the movement.
    Pamphlet # Cover



    (Explain why the cover would appeal or NOT appeal to the intended audience)
    Content

    1. American Colonization Society
    2. Information Page
    3. Physical and Cultural Geography—Economic Opportunities
    4. Important People and their Contributions
    5. Government
    6. Pro/Con Repatriation




    (All topics were covered, the information was interesting and informative, and the text was well written and organized.)
    Overall Quality



    (Why would this pamphlet appeal to freedmen and freeborn African Americans? Would this encourage people to travel to Liberia? Is the overall quality professional?)
    Rank



    (Place a "star" by the three pamphlets you believe would best promote the movement.)
    1
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11
    12
    13
    14
    15

    Destination Africa: The Colonization of Liberia

    Linked from above

    Writing for Understanding Editorial Scoring Guide

    Teacher name: ___________________

    Student Name: ___________________

    Category Excellent Good Satisfactory Needs Improvement
    Quality of Information

    1. Information clearly supports or opposes the statement.
    2. It includes several supporting details and/or examples.
    3. The supporting examples clearly support the author's position. Information reflects the author's considerable knowledge of the material.

    1. Information clearly supports or opposes the statement.
    2. It provides one-two supporting details and/or examples.
    3. The examples support the author's position.
    4. Information reflects the author's knowledge of the material.

    1. Information attempts to support or oppose the statement.
    2. The supporting details attempt to support the position of the author.
    3. No details and/or examples are given.

    1. Information has little or nothing to do with the statement.
    2. Little or no attempt is made to support a side.
    Amount of Information The information meets the required length of the assignment with five-seven sentences per paragraph.

    1. The information meets the required length of the paper.
    2. Paragraphs are five-six sentences in length.

    1. The minimum requirement of paragraphs is met.
    2. Paragraphs are three-five sentences.
    Not in paragraph form.
    Mechanics No grammatical, spelling, or punctuation errors. Almost no grammatical, spelling, or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.
    Paragraph Construction All paragraphs include an introductory sentence, explanations or details, and a concluding sentence. Most paragraphs include an introductory sentence, explanations or details, and a concluding sentence. Paragraphs include related information but are typically not constructed well. Paragraphing structure is not clear and sentences are not typically related within the paragraphs.

    Date Created: 2003-07-22

    Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

    Destination Africa: The Colonization of Liberia

    Linked from above

    Individual Research Scoring Guide

    Teacher Name: ___________________

    Student Name: ___________________

    Category Excellent Good Satisfactory Needs Improvement
    Amount of Information All topics are addressed with at least six supporting statements about each. All topics are addressed with at least four-five supporting statements about each. All topics are addressed with three statements about each. One or more topics are not addressed with one-two statements about those addressed.
    Quality of Information Information supports the topic and is excellent material for the pamphlet. Information supports the topic and is good material for the pamphlet. Information attempts to support the topic and provides adequate material for the pamphlet. Information has little or nothing to do with the main topic and is not helpful for the pamphlet.
    Internet Use

    1. Student successfully uses suggested Internet links to find information and navigates within these sites easily without assistance.
    2. Spends 100 percent of class time on task.

    1. Student usually is able to use suggested Internet links to find information and navigates within these sites easily without assistance.
    2. Spends 90 percent of class time on task.

    1. Student occasionally is able to use suggested Internet links to find information and navigates within these sites easily without assistance.
    2. Spends 70 percent of class time on task.

    1. Student needs assistance or supervision to use suggested
    2. Internet links and/or to navigate within these sites.Is on task less then 70 percent of class time.
    Sources All sources (information and graphics) are documented. Ninety percent of the sources (information and graphics) are documented. Seventy-ninety percent of the sources (information and graphics) are documented. Less then 70 percent of the sources (information and graphics) are documented.
    Pamphlet

    1. The assigned parts of the pamphlet "rough draft" were completed with exceptional thought and detail.
    2. The rough draft was approved by the teacher.

    1. The assigned parts of the pamphlet "rough draft" were completed with thought and detail.
    2. The rough draft was approved by the teacher.

    1. The assigned parts of the pamphlet "rough draft" were completed with minimal thought and detail.
    2. The rough draft was approved by the teacher.

    1. Not all of the assigned parts of the pamphlet "rough draft" were completed.
    2. Little thought or effort is evident.

    Date Originally Created: 2003-07-20

    Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

    http://rubistar.4teachers.org/view_rubric.php3?id=906190

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