Lesson Plan - In His Footsteps: Former Slave George Gilmore at Montpelier

An Educational Lesson Plan for United States History
Contributed by the Journey Through Hallowed Ground

ON THIS PAGE
»	Overview
»	Lesson
»	Summary
»	Standards of Learning
»	References
»	Additional Reading

Grade: Middle School, 5-8
Lesson Time: 1-2 class periods

Overview:
George Gilmore was born in slavery in 1810 at Montpelier, President James Madison’s plantation in central Virginia. When Abraham Lincoln issued the Emancipation Proclamation in 1863, George was freed from slavery but left with some difficult decisions. Should he remain in his home and the community in Orange, VA or should he venture out into the unknown world as a free man? In this lesson, students will read first person slave narratives and then simulate the decision making process of freed slave, George Gilmore.           

Lesson

Objectives: Students will:

• Understand the complex decisions confronting freed slaves in 1863.
• Analyze primary source documents and use data from these selections to inform the decision making process.
• Use logical reasoning skills to explain their response to a controversial situation.

Topics Covered: Emancipation Proclamation, effects of freedom on former slaves

Time Period: 1863

Essential Questions:

1. How did slaves learn of the freedom granted to them through the Emancipation Proclamation?
2. What were the options to slaves once they received their freedom?
3. Did barriers to freedom still exist?

Field Trips: This lesson can stand alone or serve as an introduction to a visit to Montpelier, President James Madison’s home, and the Gilmore Cabin. Educational programs for students are offered at both the Gilmore Cabin Montpelier. See our Field Trip Guide for more information on site visits.

Materials:

• K-W-L Chart
• African American Narrative (primary document)
• Background Information on George Gilmore
• In His Footsteps - Do You Stay or Do You Go? handout

Prerequisite:
Prior to beginning this lesson, students need to understand the purpose of the Emancipation Proclamation. Teachers may want to refer to the lesson plan, The Emancipation Proclamation at The Journey Through Hallowed Ground education website.

Lesson Outline

1. Distribute a copy of the K-W-L handout and create a K-W-L chart on the board.
2. Discuss and record What we KNOW:
	a.	Review the Emancipation Proclamation with your students.
	b.	As a class, discuss the effects of the Proclamation on slaves and record actions students think former slaves would take once free.
	c.	Ask students to write this information on their K-W-L charts.
3. Discuss and record What we WANT to know:
	a.	Explain to the class that it is now 1863 and their job is to simulate the decision making process of George Gilmore, a slave who lived at former President James Madison’s plantation, Montpelier, in central Virginia.
	b.	Ask students to consider the questions listed below. As they think about these questions, record data that they WANT to know on their K-W-L chart. Teachers may want to record information on board as well. Could George read? Write? Compute? What kind of job skills would George have? What types of skills would he need if he chose to leave the plantation? When he’s deciding if he should stay or go, does it make a difference that he has a wife and children? How would the news of freedom spread? By word of mouth? By newspapers? How do you think George may have learned of his freedom? How do you think former slave owners would feel about the Emancipation Proclamation? Would they tell their slaves of their freedom?
4. Divide the class into small groups.placing students In His Footsteps and asking, “What would you do?”
5. Give each group the “African American Narrative” handout and ask them to read. As they read, they should continue to fill in their chart. If the primary source raises more questions, add them to the WANT to know section. And if it answers questions, then record those in the LEARN section of their chart.
6. Finally, give each student a copy of the “In His Footsteps – George Gilmore” handout to complete. Ask each group to discuss whether or not George should stay on the plantation with his wife and family or leave for other opportunities. Their decision should be recorded in the handout.
7. Share responses as a whole class and conclude the session by making final notes in the What We have LEARNED section of their chart.
8. For homework, ask each student to write an essay defending the question, “Should George Stay or Should He Go?

Summary and Conclusion:

Standards of Learning Connections (SOL's)

VS.7c

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

c) describing the roles played by whites, enslaved African Americans, and free African Americans, and American Indians.

USI.9d
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.

USI.9f
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and enslaved African Americans.

References

Background George Gilmore

African American narrative

Additional Reading

We are developing a list of additional reading materials for this topic and welcome your suggestions.

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