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TRANSCRIPT
Underground Railroad Project
Week 1 lessonsWeek 1: Lesson 1
Targeted Grade Level: Grades 3 - 5
Content Area: Social StudiesTime needed: 40 minutes
1. Standards National Council of Social Studies
- T2d
- T4 g
- T5 d
- T5 g
- T9 b
New York State Social Studies Common Core Learning Standards
- S1, KI 1
- S1, KI 2
- S1, KI 3
- S1, KI 4
- S3, KI 1
New York State English Language Arts Common Core Learning Standards
- S1
- S2
- S3
- S4
New York State Arts Common Core Learning Standards
- S2
2. Essential Question(s)
What is the Underground Railroad?
Why was the Underground Railroad important to the United States?
3. Objectives:
Students will be able to describe what the Underground Railroad was and why it was
important to the United States history.
4. Materials and/or Technology Resources
Underground Railroad Pre-test Underground Railroad Pre-Test Answer Key Paper Pencils Crayons Glue Construction paper Markers Map of the United States Interactive timeline Smart Board Social studies journals Popcorn kernels Popcorn scoops Popcorn buckets Prize box tickets
5. Prior Knowledge
The students will need to know about:
The United States partaking in slavery.
The North vs. the South on the issue of slavery.
The terrible conditions that African Americans suffered while in slavery.
6. Key vocabulary
Underground Railroad
Slavery
United States
7. Motivation/engagement
The class will be working towards a popcorn party within their groups. For each subject
during the day that the students act appropriately, get their work done and treat one
another with kindness and respect, they will get a scoop of popcorn kernels in their group
bucket. Once their bucket is filled with popcorn kernels, their group will receive a
popcorn party.
Students who are very good will receive a ticket, in which they put in their ticket can and
can turn into me on Fridays for a prize box reward. The more tickets they save the better
prizes they can get.
8. Developmental activity
The students will be given a pretest on what the UGRR was and what it looked like.
Once all of the students are finished, the teacher will collect the pre-tests.
Students will engage in Think-Pair –Share based on the question of “What was the
Underground Railroad and what did it look like?”
Students will then turn to their partner in their group and share what they thought they
UGRR was and looked like for 2 minutes.
Students will then share with the class.
The teacher will show the students pictures of the actual UGRR.
Teacher will show students the routes of the UGRR on a map on the Smart Board.
The students will receive a map of the United States and will record the major routes of
the UGRR on their map and glue it in their interactive social studies journals.
The students will come to a class conclusion on why the UGRR was important in relation
to that time period and the United States history. They will write this in their social
studies journals.
Students will record the definition of the UGRR and draw a corresponding picture in their
social studies interactive journals.
Students will have to answer a true or false question on their ticket out the door before
they leave the classroom. See supplemental materials tab to see ticket out the door
template.
The question is: True or false: Was the Underground Railroad a train system
underground that transported slaves to freedom.
The teacher will collect and assess to see if the class grasped the concept of what the
Underground Railroad was.
9. Accommodation, modifications and differentiations for diverse learners
Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the
students who have the visual, realia and interpersonal intelligences.
Diversity: For some students depending on their background or nature may be very
sensitive to the topic of the Underground Railroad and the treatment of slaves. There may
be students that find some of the descriptions of how slaves were treated highly
offensive. I think it is important to emphasize the civil rights that all citizens have now
and the value of freedom. I will be sure to be sensitive to all students and their feelings
towards this unit.
Accommodations/Special Needs: If there is a student with a disability I will make
adjustments for him/her to maximize learning. This might mean using an audio device
for a hearing impaired student or having a student with poor eyesight sit near the front of
the classroom.
Struggling learners will be paired with strong students for peer guidance through the
activities. I will also give preferential seating to students who require this management
need during whole group or small group instruction.
ELL and ESL students: Will be given picture clues along with step by step directions
throughout the lesson.
Directions will be repeated for students with poor auditory skills.
Written step by step directions for students who have a hard time follow multi-step
directions.
10. Student Assessment/Evaluation
Formal assessment: Pre-test of what the UGRR is, what is looks like and other important
concepts related to the Underground Railroad.
Informal assessment: Ticket out the door
Informal assessment: The teacher will be observing students and recording significant
data on their personal flashcard of anecdotal notes for the content of social studies.
The teacher will collect the social studies journals and on the journal response rubric
whether or not they communicated the appropriate message about what the UGRR is and
what it looks like. See the assessment tab and click on the journal response rubric.
11. Extension
There will be a variety of books, pictures and diary entries about the UGRR on our
discovery table that students can read and examine when they are finished with their
work early or during their free time.
The classroom computers will also have student links in which they can go to learn more
about the Underground Railroad.
The list of books and websites will also be posted on my classroom website so that
students can use these resources while they are not in school.
Week 1: Lesson 2:
Targeted Grade Level: Grades 3 - 5Content Area: Social StudiesTime needed: 40 minutes
1. Standards National Council of Social Studies
- T2 b- T2 d- T3 d- T4 g- T5 e- T5 g- T9 b
New York State Social Studies Common Core Learning Standards- S1, KI 1- S1, KI 2 - S1, KI 3- S1, KI 4- S3, KI 1
New York State English Language Arts Common Core Learning Standards- S1- S2- S3- S4
New York State Mathematics Common Core Learning Standards- S5
2. Essential Question(s)
Where did the UGRR take place?
When did the UGRR take place?
3. Objectives:
Students will be able to label a map with at least two of the major Underground Railroad
escape routes.
4. Materials and/or Technology Resources
Paper Pencils Colored pencils
Markers Smartboard Computer Internet connection National Geographic website:
http://education.nationalgeographic.com/education/maps/undergroundrailroad/?ar_a=1 Popcorn kernels Popcorn scoops Popcorn buckets Prize box tickets
5. Prior Knowledge
The students will need to know about:
The United States partaking in slavery.
The North vs. the South on the issue of slavery.
The terrible conditions that African Americans suffered while in slavery.
6. Key vocabulary
Slavery
Underground Railroad
7. Motivation/engagement
The class will be working towards a popcorn party within their groups. For each subject
during the day that the students act appropriately, get their work done and treat one
another with kindness and respect, they will get a scoop of popcorn kernels in their group
bucket. Once their bucket is filled with popcorn kernels, their group will receive a
popcorn party.
Students who are very good will receive a ticket, in which they put in their ticket can and
can turn into me on Fridays for a prize box reward. The more tickets they save the better
prizes they can get.
8. Developmental activity
The teacher will review with the students what they learned in the previous day about the
UGRR.
The students will work in their group to guess how many UGRR routes there were and
where they took place.
The group leader of the day will report to the class on what their group thought and come
up to the smart board to draw a route on the United States map on where the underground
railroad took place. Each group will have a different color marker.
Teacher will show students the routes of the UGRR on a map on the Smart Board from
the National Geographic website:
http://education.nationalgeographic.com/education/maps/undergroundrailroad/?ar_a=1
The class will compare their routes to the actual routes seen on the map.
The teacher will pose the question: Why do you think the slaves would take these routes
to escape? Students will talk with their group to come up with their reasoning’s.
The class will come back together and the teacher will make a class list on what the
reasoning’s they thought.
They will discover together through the online resource on why those major routes were
taken: safe houses along the way, woods, rivers, etc.
The students will receive a map of the United States and will record the major routes of
the UGRR on their map and glue it in their interactive social studies journals.
Students will record three reasoning’s in their journals on why the slaves took those
specific routes to freedom.
The students will answer a ticket out the door question: What part of the country did the
Underground Railroad take place and in what general direction did most people travel it?
9. Accommodation, modifications and differentiations for diverse learners
Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the
students who have the visual, realia and interpersonal intelligences.
Diversity: For some students depending on their background or nature may be very
sensitive to the topic of the Underground Railroad and the treatment of slaves. There may
be students that find some of the descriptions of how slaves were treated highly
offensive. I think it is important to emphasize the civil rights that all citizens have now
and the value of freedom. I will be sure to be sensitive to all students and their feelings
towards this unit.
Accommodations/Special Needs: If there is a student with a disability I will make
adjustments for him/her to maximize learning. This might mean using an audio device
for a hearing impaired student or having a student with poor eyesight sit near the front of
the classroom.
Struggling learners will be paired with strong students for peer guidance through the
activities. I will also give preferential seating to students who require this management
need during whole group or small group instruction.
ELL and ESL students: Will be given picture clues along with step by step directions
throughout the lesson.
Directions will be repeated for students with poor auditory skills.
Written step by step directions for students who have a hard time follow multi-step
directions.
10. Student Assessment/Evaluation
Informal assessment: The teacher will be observing students and recording significant
data on their personal flashcard of anecdotal notes for the content of social studies.
Informal assessment: Ticket out the door. See the supplemental tab for template.
Informal assessment: Teacher will check journal entry to make sure it is completed.
11. Extension
There will be a variety of books, pictures and diary entries about the UGRR on our
discovery table that students can read and examine when they are finished with their
work early or during their free time.
The classroom computers will also have student links in which they can go to learn more
about the Underground Railroad.
The list of books and websites will also be posted on my classroom website so that
students can use these resources while they are not in school.
Week 1: Lesson 3
Targeted Grade Level: Grades 3 - 5Content Area: Social Studies
Time needed: 40 minutes 1. Standards
National Council of Social Studies - T1 a- T1 b- T1 d- T2 a- T4 g- T6 h
New York State Social Studies Common Core Learning Standards- S1, KI 1- S1, KI 2 - S1, KI 3- S1, KI 4
New York State English Language Arts Common Core Learning Standards- S1- S2- S3- S4
New York State Mathematics Common Core Learning Standards- S5
2. Essential Question(s)
Would you risk taking the Underground Railroad?
What items would be valuable to have when traveling on the Underground Railroad?
3. Objectives
The learner will demonstrate comprehension of conditions fugitives faced on the
Underground Railroad by selecting items from a given list and providing meaningful
explanations on why those items would be the most important while travelling on the
Underground Railroad.
The learner will demonstrate application of persuasive writing by coming up with strong
written arguments 2 out of 3 times.
4. Materials and/or Technology Resources
Materials check list Paper Pencils White board White board markers Eraser Smart board Social studies journals Popcorn kernels Popcorn scoops Popcorn buckets Prize box tickets
5. Prior Knowledge
The students will need to know about:
The United States partaking in slavery.
The North vs. the South on the issue of slavery.
The terrible conditions that African Americans suffered while in slavery.
6. Key vocabulary
Underground Railroad
Slavery
Risk
Persuade
7. Motivation/engagement
The class will be working towards a popcorn party within their groups. For each subject
during the day that the students act appropriately, get their work done and treat one
another with kindness and respect, they will get a scoop of popcorn kernels in their group
bucket. Once their bucket is filled with popcorn kernels, their group will receive a
popcorn party.
Students who are very good will receive a ticket, in which they put in their ticket can and
can turn into me on Fridays for a prize box reward. The more tickets they save the better
prizes they can get.
8. Developmental activity
Open the class by asking, “Where the conditions that slaves lived harsh?”
This will lead to a class discussion in which the teacher will record student answers on
what some of those harsh conditions were.
I will motivate the students by taking a class poll. The poll will be anonymous because I
will have students close their eyes and put their heads down while they respond to the
following questions: “Would you risk running away on the Underground Railroad?”
I will record the answers on the board and tell the class what the results were. Then I will
ask one student that voted yes and one that voted no to each defend their arguments. I
will ask them to be “persuasive” without prompting them what this word means.
After each student has had the opportunity to defend their viewpoint I will ask the class to
re-vote and we will see if the results changed. Then I will explain to the class what it
means to be persuasive and the effects that it has on people.
The students will next receive a worksheet with a list of items. The students will need to
pick three items and write an argument on why that would be a good choice.
The teacher will take a vote of how many of each item was picked.
The teacher will call on students to help fill out the bar graph on the Smart board.
We will compare what was the top three items.
Students will make persuasive arguments on why they picked the items that they did.
Students will turn in their worksheets, so the teacher can evaluate whether they made at
least 2/3 good persuasive arguments for choosing their item.
9. Accommodation, modifications and differentiations for diverse learners
Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the
students who have the visual and interpersonal intelligences.
Diversity: For some students depending on their background or nature may be very
sensitive to the topic of the Underground Railroad and the treatment of slaves. There may
be students that find some of the descriptions of how slaves were treated highly
offensive. I think it is important to emphasize the civil rights that all citizens have now
and the value of freedom. I will be sure to be sensitive to all students and their feelings
towards this unit.
Accommodations/Special Needs: If there is a student with a disability I will make
adjustments for him/her to maximize learning. This might mean using an audio device
for a hearing impaired student or having a student with poor eyesight sit near the front of
the classroom.
Struggling learners will be paired with strong students for peer guidance through the
activities. I will also give preferential seating to students who require this management
need during whole group or small group instruction.
ELL and ESL students: Will be given picture clues along with step by step directions
throughout the lesson.
Directions will be repeated for students with poor auditory skills.
Written step by step directions for students who have a hard time follow multi-step
directions.
10. Student Assessment/Evaluation
Informal assessment: The teacher will be observing students and recording significant
data on their personal flashcard of anecdotal notes for the content of social studies.
Formal assessment: Teacher will collect the “Planning to Escape” Worksheet and
evaluate whether or not they made 2/3 persuasive arguments for each item. Teacher will
correct and make comments to hand back for tomorrow’s persuasive writing activity.
11. Extension
There will be a variety of books, pictures and diary entries about the UGRR on our
discovery table that students can read and examine when they are finished with their
work early or during their free time.
The classroom computers will also have student links in which they can go to learn more
about the Underground Railroad.
The list of books and websites will also be posted on my classroom website so that
students can use these resources while they are not in school.
Name: __________________________________________
Week 1, Lesson 3
“Planning to Escape”
Directions: Imagine that you are planning to secretly escape in the middle of the night and begin your journey on the Underground Railroad to freedom. You do not know exactly what route you will take or how long the trip to freedom will be. However, you can pick three items from the list below to take with you. Choose carefully, and write why you selected that item below.
Possible items:
Blanket/quilt A few coins Bag of flour Small knife Candle Drinking gourd Matches Cornbread Change of clothes Handkerchief Overcoat Family keepsake
Item #1: ________________________________
Reason: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Item #2: ________________________________
Reason: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Item #3: ________________________________
Reason: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Week 1: Lesson 4
Targeted Grade Level: Grades 3 - 5Content Area: Social Studies
Time needed: 40 minutes
1. Standards National Council of Social Studies
- T1 a- T1 b- T1 d- T2 a- T4 g- T6 h
New York State Social Studies Common Core Learning Standards- S1, KI 1- S1, KI 2
New York State English Language Arts Common Core Learning Standards- S1- S2- S3- S4
2. Essential Question(s)
How would you persuade a family member or friend to partake in the Underground
Railroad?
3. Learning Objectives:
The learner will demonstrate application of persuasive writing by coming up with strong
written arguments for their persuasive essay.
The learner will demonstrate application of persuasive writing by coming up with strong
written arguments 2 out of 3 of their choices.
4. Materials and/or Technology Resources
Paper Pencils Rubrics
5. Prior Knowledge
The students will need to know about:
The United States partaking in slavery.
The North vs. the South on the issue of slavery.
The terrible conditions that African Americans suffered while in slavery.
6. Key vocabulary
Slavery
Underground Railroad
African American
7. Motivation/engagement
The class will be working towards a popcorn party within their groups. For each subject
during the day that the students act appropriately, get their work done and treat one
another with kindness and respect, they will get a scoop of popcorn kernels in their group
bucket. Once their bucket is filled with popcorn kernels, their group will receive a
popcorn party.
Students who are very good will receive a ticket, in which they put in their ticket can and
can turn into me on Fridays for a prize box reward. The more tickets they save the better
prizes they can get.
8. Developmental activity
The teacher will review the strong points of yesterday’s persuasive writing activity. Ask
students what is necessary to make a strong argument.
Teacher will pass back the item worksheet with the comments on it.
Today, they will be persuading a friend or family member to join them on the
Underground Railroad.
The student will receive a brainstorming worksheet in which they can list their ideas on
how they will persuade a friend or family member to travel on the Underground Railroad
with them. This will be about 5 minutes.
They will sit EEKK (Elbow to Elbow, Knee to Knee) and share their ideas with a partner.
They can share and discuss what ideas they like the best.
Once, they are done they can pick three good arguments to persuade their family
member or friend. They will begin to work on their rough draft.
Once, finished with their rough draft, they will bring to me for editing.
If time allows, they can begin to work on their final drafts.
If time allows, they can draw a corresponding picture.
Teacher will grade the students with the persuasive rubric on the supplemental materials
tab.
When have extra time, at the end of another class, students will be able to share their
essays with the class.
9. Accommodation, modifications and differentiations for diverse learners
Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the
students who have the visual, intrapersonal and interpersonal intelligences.
Diversity: For some students depending on their background or nature may be very
sensitive to the topic of the Underground Railroad and the treatment of slaves. There may
be students that find some of the descriptions of how slaves were treated highly
offensive. I think it is important to emphasize the civil rights that all citizens have now
and the value of freedom. I will be sure to be sensitive to all students and their feelings
towards this unit.
Accommodations/Special Needs: If there is a student with a disability I will make
adjustments for him/her to maximize learning. This might mean using an audio device
for a hearing impaired student or having a student with poor eyesight sit near the front of
the classroom.
Struggling learners will be paired with strong students for peer guidance through the
activities. I will also give preferential seating to students who require this management
need during whole group or small group instruction.
ELL and ESL students: Will be given picture clues along with step by step directions
throughout the lesson.
Directions will be repeated for students with poor auditory skills.
Written step by step directions for students who have a hard time follow multi-step
directions.
10. Student Assessment/Evaluation
Informal assessment: The teacher will be observing students and recording significant
data on their personal flashcard of anecdotal notes for the content of social studies.
Formal assessment: Teacher will grade the students with the persuasive rubric which can
be found on the supplemental materials tab.
11. Extension
There will be a variety of books, pictures and diary entries about the UGRR on our
discovery table that students can read and examine when they are finished with their
work early or during their free time.
The classroom computers will also have student links in which they can go to learn more
about the Underground Railroad.
The list of books and websites will also be posted on my classroom website so that
students can use these resources while they are not in school.