adj. a very small amount Some masters fed their slaves meagerly, while others thought it was a wise investment to keep slaves healthy. meagerly meagerness One weeks adult food ration (Monticello)* adj. filled with danger Some slaves did not want to face the peril of being chased by dogs and hunted. Others thought the perilous conditions were worth the risk. peril (n.) perilously imperil (v.) imperils imperiling imperiled Slave escaping. From a Harpers Weekly engraving.* Harriet Beecher Stowe was a famous abolitionist who used the pen as her weapon. Her fictional book Uncle Toms Cabin helped persuade the North and England that it was right to abolish slavery. * n. person who believed slavery should be abolished (made illegal) abolish (v.) abolishes abolishing abolished abolition John Brown was a famous abolitionist who believed in using violence to end slavery. He staged a raid at Harpers Ferry and tried to get slaves to fight for their own freedom. Americans still disagree if he what he did was right. Famous engraving of John Brown later in life Suffix /ist/ violin violinist journal journalist terror terrorist n. power to decide your own actions, liberty Robert Small was a slave on the steamboat Planter. Every night he and other slaves worked on board after the crew had gone home. They decided to escape to freedom. They brought their whole families on board one night and sailed the fully loaded ship over to the Union side.* free (v. or adj.) frees freeing freed freely An engraving and article from Harpers Weekly, June 14 th * Congressman Small n. code word meaning secret way to reach freedom from slavery It was called underground because they were doing things they didnt want anyone to know about. John Fairfield disguised 28 slaves as a funeral procession with a hearse. Note: These words have nothing to do with trains. Thats why the code was so sneaky. Hint it will be on the test!* n. person who leads a group, like an orchestra or a train driver Levi and Catharine Coffin conducted over 2000 slaves in Indiana to escape and later helped many get education.More pictures on next page* conduct (v.) conducts conducting conducted Levi Coffin was known as the President of the Underground Railroad. His family conducted slaves over the border by hiding them in secret rooms and specially made wagons. n. person in control, owner of slaves or animals Many of the early American presidents owned slaves. Many were considered kind masters, but some say owning a human is, in itself, unkind. Whats your opinion? Could a slave owner be a kind master? Were all masters cruel? (click to see founding fathers)* master (v.) masters mastering mastered masterfully masterpiece mastery If these words were in alphabetical order, which would be last? We work to get mastery of all our math facts. No man is free who is not a master of himself Epictus (Greek philosopher) What does that mean?* n. large farm for crops, usually with resident workers (people who live there) The background is a modern picture of Slave housing on Evergreen Plantation in Louisiana. Many of these kinds of buildings no longer exist. This sugar cane plantation has been maintained for history and is open for tours. After the Civil War they used Freed Slaves for their labor. plant (v. or n.) plantations The Big House* n. being bound in servitude; property of an owner slave (v. or n.) slaves slaving slaved enslave (v.) Im a slave to debt, she said sadly. In 2009 Secretary of State, Hillary Clinton, asked 76 countries to put an end to modern slavery.* v. making fun of by imitating Infinitive (v.) -to mock mocks mocking mocked him He They werent Yesterday she mockingly (adv.) Since he was going to take over when his dad retired, he decided to be silly and mock him behind his back.* Common Core 3 rd grade - Vocabulary Acquisition and Use 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a)Use sentence-level context as a clue to the meaning of a word or phrase. (Sentence given for each.) b)Determine the meaning of the new word formed when a known affix is added to a known word (e.g. peril, perilous, perilously, imperil). c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., master, mastery). 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. a)Distinguish the literal and non-literal meanings of words and phrases in context (e.g. Being a slave to debt). b)Identify real-life connections between words and their use (This is the whole point of this integrated lesson!) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships. Phonics and Word Recognition 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. (e.g., abolish, abolition, abolitionist) b. Decode words with common Latin suffixes. (e.g., /-ist/ - journalist, violinist, abolitionist). c. Decode multi-syllable words (every word) Conventions of Standard English 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a)Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (hint this is easy to naturally discuss when the morphemes appear) b)Form and use regular and irregular plural nouns. (none in this PPT) c)Use abstract nouns (e.g., slavery, freedom). d)Form and use regular and irregular verbs. (n. to v. - slave, enslave, slaves over a hot stove) e)Form and use the simple (e.g., mock, mocks, mocked) verb tenses. Common Core 3 rd grade - Vocabulary Acquisition and Use 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a)Use sentence-level context as a clue to the meaning of a word or phrase. (Sentence given for each.) b)Determine the meaning of the new word formed when a known affix is added to a known word (e.g. peril, perilous, perilously, imperil). c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., master, mastery). 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. a)Distinguish the literal and non-literal meanings of words and phrases in context (e.g. Being a slave to debt). b)Identify real-life connections between words and their use (This is the whole point of this integrated lesson!) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships. Phonics and Word Recognition 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. (e.g., abolish, abolition, abolitionist) b. Decode words with common Latin suffixes. (e.g., /-ist/ - journalist, violinist, abolitionist). c. Decode multi-syllable words (every word) Conventions of Standard English 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a)Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (hint this is easy to naturally discuss when the morphemes appear) b)Form and use regular and irregular plural nouns. (none in this PPT) c)Use abstract nouns (e.g., slavery, freedom). d)Form and use regular and irregular verbs. (n. to v. - slave, enslave, slaves over a hot stove) e)Form and use the simple (e.g., mock, mocks, mocked) verb tenses.