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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


- 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


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.


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





6. Key vocabulary

Slavery







popcorn party.




http://education.nationalgeographic.com/education/maps/undergroundrailroad/?ar_a=1


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:


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?



students who have the visual, realia and interpersonal intelligences.






towards this unit.




the classroom.








directions.




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








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 Mathematics Common Core Learning Standards- S5


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.


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





6. Key vocabulary


Slavery

Risk

Persuade






popcorn party.





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.



students who have the visual and interpersonal intelligences.






towards this unit.




the classroom.








directions.




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








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


- 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



How would you persuade a family member or friend to partake in the Underground

Railroad?

3. Learning Objectives:


written arguments for their persuasive essay.


written arguments 2 out of 3 of their choices.


Paper Pencils Rubrics

5. Prior Knowledge





6. Key vocabulary

Slavery


African American






popcorn party.





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.



students who have the visual, intrapersonal and interpersonal intelligences.






towards this unit.




the classroom.








directions.




Formal assessment: Teacher will grade the students with the persuasive rubric which can

be found on the supplemental materials tab.

11. Extension








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