FREE 5th Grade SAMPLE • Black History Month: Legacy + Impact

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

WEEK 1 • START HERE

Freedom Has Always Had Many Voices

PAGE 1 • 5TH GRADE SAMPLE

Illustrated Black abolitionists, readers, organizers, families and travelers using maps, newspapers and speeches — **ILLUSTRATED LEARNING VISUAL**Study the scene for learning, organizing, movement, communication, leadership, and mutual aid.

ESSENTIAL QUESTIONHow did Black people protect freedom, resist oppression, and build pathways toward change?

1NOTICELook for different forms of resistance—not only famous events.

2CONNECTUse people, places, laws, maps, and source clues together.

3EXPLAINSupport your thinking with evidence instead of guessing.

BEFORE YOU BEGIN

Write one thing you already know about resistance or freedom. Then add one question you hope this week answers.

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

HISTORY • READING • CIVICS

Resistance Took More Than One Form

PAGE 2 • 5TH GRADE SAMPLE

Illustrated source-analysis collage with a letter, newspaper, map, notice, book and meeting notes — **ILLUSTRATED LEARNING VISUAL**A source can help reveal who communicated, what they wanted people to know, and whose viewpoint may still be missing.

Resistance could be public or private, individual or organized. Some actions challenged slavery directly; others protected family, learning, culture, dignity, movement, or future opportunity.

PROTECTFamily + communityPeople worked to maintain family ties, traditions, faith, music, stories, and mutual support.

LEARNKnowledge + literacyReading, writing, teaching, communication, and information could create power and opportunity.

MOVESelf-emancipationSome enslaved people escaped or sought safer territory and free communities.

ORGANIZESpeech + actionBlack abolitionists, churches, newspapers, conventions, mutual-aid groups, and organizers built public pressure.

THINKWhich two forms of resistance could work together? Explain the connection.

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

PRIMARY-SOURCE THINKING

Source Detective: Who Made This—and Why?

PAGE 3 • 5TH GRADE SAMPLE

Illustrated nineteenth-century source types arranged for analysis — **ILLUSTRATED LEARNING VISUAL**These are educational illustrations of source types, not reproductions of a specific archival document.

A primary source comes from the time being studied. It can help us hear a voice from the past—but every source still has a creator, purpose, audience, and point of view.

AUTOBIOGRAPHYA person describing events from their own life.

NEWSPAPERReporting, argument, notices, or public opinion printed for readers.

LAW / NOTICERules or instructions that show what authorities tried to require.

MAPA visual record showing borders, movement, distance, routes, or political control.

1. Who created the source?
2. When and where was it made?
3. What was the creator trying to communicate?
4. What evidence can you use?
5. Whose voice might still be missing?

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

GEOGRAPHY • HISTORY

Freedom Routes Were Networks, Not Railroad Tracks

PAGE 4 • 5TH GRADE SAMPLE

Illustrated map showing multiple possible freedom-seeking routes — **ILLUSTRATED LEARNING VISUAL**Use the visual to think about distance, borders, rivers, roads, laws, risk, and why routes could change.

The Underground Railroad was not one railroad and did not have one route.

It was a changing network of people, information, hiding places, travel routes, and assistance. Freedom seekers made difficult decisions based on geography, law, distance, risk, family, and available help.

STARTING POINTWhere is the person beginning?

GEOGRAPHYRivers, roads, towns, borders, distance

RISKWhich laws or dangers shape the route?

DESTINATIONWhere might greater safety be possible?

MAP ITExplain why geography mattered to movement and why one fixed route would be an inaccurate model.

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

BIOGRAPHY • EVIDENCE

Four People, Four Different Kinds of Power

PAGE 5 • 5TH GRADE SAMPLE

Illustrated collage inspired by Harriet Tubman, Frederick Douglass, Sojourner Truth and Robert Smalls — **ILLUSTRATED LEARNING VISUAL**Compare how leadership can work through direct action, writing, public speaking, strategy, and civic service.

Harriet TubmanEscaped slavery, returned to help others seek freedom, and later served the Union cause during the Civil War.COURAGE + ACTION

Frederick DouglassEscaped slavery and became an influential writer, speaker, newspaper editor, and abolitionist.WORDS + PUBLIC ARGUMENT

Sojourner TruthEscaped slavery in New York and became a public speaker for abolition and women’s rights.SPEECH + ADVOCACY

Robert SmallsFreed himself and others during the Civil War by taking control of a Confederate transport ship, then later served in public office.STRATEGY + LEADERSHIP

COMPAREChoose two people. How were their methods different? What goal did their actions have in common?

LEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALELEARN4LEGACY • SAMPLE • NOT FOR RESALE

WRITING • LOCAL HISTORY • REFLECTION

Legacy Is What We Carry Forward

PAGE 6 • 5TH GRADE SAMPLE

Illustrated Black community across generations including educators, artists, entrepreneurs and organizers — **ILLUSTRATED LEARNING VISUAL**Connect historical resistance and institution-building to the people and places shaping communities now.

EducatorEntrepreneurArtistScientistCommunity OrganizerLocal BusinessChurchStudents + Families

LOOK BACKWhich form of resistance from this week changed your understanding the most?

LOOK LOCALFind one Black leader, institution, business, church, artist, organizer, educator, or historic site connected to your area.

LOOK FORWARDWhat does protecting freedom, opportunity, or community look like in everyday life now?

5-SENTENCE EVIDENCE RESPONSE

Make one claim about how Black Americans resisted oppression or expanded freedom. Use at least two examples from this sample and explain how each supports your claim.

END OF 5TH-GRADE SAMPLEThe full member pack continues through Innovators + Leaders, Arts + Culture, and Local Legacy + Future Impact.

Black History Month:
Legacy + Impact

Six visual, coordinated sample pages