Exploring Timbuctoo
Suggested Teaching Instructions
Title: Exploring Timbuctoo.
Overview: Using the primary source “An Address to the Three Thousand Colored
Citizens of New York who are the Owners of One Hundred Twenty Thousand Acres of
Land, In the State of New York, Given to them by Gerrit Smith, Esq. of Peterboro,
September 1, 1846.” Students will analyze the first 3 pages of the address by completing a
close reading of the primary source document to learn about Timbuctoo.
Goal: Introduce students to Timbuctoo through primary source analysis.
Objectives:
1. Students will be able to identify what Timbuctoo is.
2. Students will be able to analyze a primary source.
5. Investigative (Compelling) Question: What was Timbuctoo?
6. Time Required
● 1 40-minute class period. Additional class time can be used to provide background
knowledge of Timbuctoo.
● Lesson 1: Analyze a primary source on Timbuctoo.
Recommended Grade Range
● 4-6
Subject: ELA and Social Studies.
Standards:
Grade 4 Social Studies Standards:
4.5c The United States became divided over several issues, including slavery,
resulting in the Civil War. New York State supported the Union and played an
important role in this war.
4.5a There were slaves in New York State. People worked to fight against slavery
and for change.
ELA Standards
4R1: Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences. (RI&RL)
In informational texts, explain events, procedures, ideas, or concepts, including what
happened and why, based on specific evidence from the text. (RI)
4W2c: Use precise language and content-specific vocabulary.
Credits: Brad Clark
PREPARATION
Materials Used:
Broadside: An Address to the Three Thousand Colored Citizens of New York who are the
Owners of One Hundred Twenty Thousand Acres of Land, In the State of New York, Given to
them by Gerrit Smith, Esq. of Peterboro, September 1, 1846.
Samuel J. May Anti-Slavery Collection, Cornell University, Ithaca, New York.
PDF file
First 3 pages.
https://www.brainpop.com/socialstudies/ushistory/undergroundrailroad/movie
https://www.theadkx.org/timbucto-african-american-history-in-the-adirondacks/
CloseReadingAnnotationSymbolsChart-1.pdf
Timbuctoo-Close Reading Questions - Google Docs.pdf
Resources Used:
PBS Searching for Timbuctoo First 3 minutes.
PROCEDURE
Description of Procedure:
Prior to Lesson 1 the teacher can share the following site on Timbuctoo for students to
conduct a close reading and class discussion that provides students with background
knowledge on Timbuctoo.
https://www.theadkx.org/timbucto-african-american-history-in-the-adirondacks/
Lesson 1
● Students will watch the first three minutes of the documentary Searching for
Timbuctoo. The teacher will discuss the video with students by asking engaging
questions: Where was Timbuctoo located? Why was Timbuctoo established?
Students can use their background knowledge on Timbuctoo to provide discussion.
The teacher will display the following site on the board:
https://www.theadkx.org/timbucto-african-american-history-in-the-adirondacks/
(10 min).
● Students will work in small groups to fill out a KWL (Know, Want to Know, Learned)
chart about Timbuctoo. (5 min.)
● Each student will each receive a copy of the primary source ( PDF file ). The class will
conduct a close reading of the primary source. The teacher will pause throughout
the reading and engage students in following close reading annotation of the
primary source using a close reading annotation chart/symbols
CloseReadingAnnotationSymbolsChart-1.pdf
● Students will complete 2-3 close readings of the primary source. (10-15min)
● Students will answer the close reading questions using the primary source as
supporting evidence. Timbuctoo-Close Reading Questions - Google Docs.pdf
(10 min).
Extensions: Students can complete their KWL charts after completing the close
reading activity.
15. Evaluation: The teacher will evaluate student comprehension through the
completion of the close-reading questions and class discussion.