Lesson: Philadelphia: The Journey to Freedom
Source: Philadelphia World Heritage Tool Kit
Created by: Gregory A. Wright, Sr., Global Leadership Charter School
Subjects: Social Studies
Grade Levels: 7-9
View or download this Lesson Plan.
Overview: Students will evaluate the strategies and efforts that were used by the American Anti-Slavery Society to end the institution of enslavement throughout the United States.
Objectives: The students will examine the institution of slavery in the United States and its economic impact on the Southern states. The students will analyze and cite the efforts of the abolitionist movement with the Underground Road, and its direct connection to Philadelphia. The students will identify and analyze the strengths and weaknesses of the American Anti-Slavery Society. The students will analyze philosophies of the Anti-Slavery Society and the Civil Rights Movement of the 1960s. The students will examine the Preamble of the Free African Society, and present a justification for the need of such an organization. The students will compare and contrast the Free African society and the NAACP. This is a collaborative learning research assignment that will conclude with a powerpoint or prezi presentation. Students will be able to to understand how Philadelphia has changed and stayed the same by comparing and analyzing the time periods of late the 1700s and present day to relate it to the concept of Philadelphia as a World Heritage city.
The Philadelphia World Heritage Tool Kit
This lesson is one of 29 lessons (K-12, all subjects) in the Philadelphia World Heritage Tool Kit. The goal of the Tool Kit is to help educators and their students develop a transnational analysis in their classrooms by using complex themes of world heritage as a framework to understand global regions across disciplines. These themes include shared architectural, cultural, economic, environmental, political, recreational, religious, and social heritage features. Real teachers created these lessons and based their work on “best practices” that reflect student collaboration and the broad goals of young people in ways that support care and understanding of others who may be very different in background and history.