Underground Railroad Project

Week 6 Lessons

Week 6: Lesson 1

Targeted Grade Level: Grades 3 - 5

Content Area: Social StudiesTime needed: 40 minutes

1. Standards National Council of Social Studies

- T1 a- T1 b- T1 c- T1 d- T2 d- T3 c

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

2. Essential Question(s)

Take an interactive journey on the Underground Railroad: How did your journey make

you feel?

3. Objective

Students will be able to describe how their interactive journey through the Underground

Railroad as a slave made them feel.

4. Materials and/or Technology Resources

iPads for each student Headphones for each student Social studies journal

National Geographic website: http://teacher.scholastic.com/activities/bhistory/underground_railroad/

Popcorn buckets Popcorn kernels Popcorn scoop 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.

The risks that enslaved African Americans took when travelling on the Underground

Railroad.

6. Key vocabulary

Underground Railroad

Slavery

Journey

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 explain that they will be taking an interactive journey on the

Underground Railroad as a slave using the National Geographic website:

http://teacher.scholastic.com/activities/bhistory/underground_railroad/

Each student will be working on their own iPad with headphones to complete the journey

in their classroom.

To give the interactive journey the proper mood, the teacher will take the lights off once

all of the students are situated in their spots. The lights will come back on when

everybody is done and responding in their journals.

At the end of the journey, students will describe in their social studies journey how each

leg of the trip made them feel. How did it feel to be in danger and taking risks along the

way?

When the whole class is finished they will return to their seats and share their feelings

about the interactive trip that they just took.

The teacher will collect their social studies journals and assess them using the journal

rubric in the supplemental materials tab.

9. Accommodation, modifications and differentiations for diverse learners

If some students are struggling using the iPad, the teacher will be walking around the

room to help.

Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the

students who have visual and sound 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: The teacher will collect their social studies journals and assess them using the

journal rubric in the supplemental materials tab.

Informal: The teacher will observe the students and record significant data on their

personal social studies flashcards with anecdotal notes throughout the project.

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 6: Lesson 2

Targeted Grade Level: Grades 3 - 5Content Area: Social StudiesTime needed: 40 minutes

1. Standards

National Council of Social Studies - T1 a - T1 b- T1 c- T1 d- T2 d - T3 c- T5 d- T5 e

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- S1- S2

2. Essential Question(s)

Putting it all together: Individual student projects

3. Objective

Students will be able to demonstrate what they have learned about the Underground

Railroad by presenting a project of their choice to the class.

4. Materials and/or Technology Resources

Paper Pencils

Poster board Scissors Glue Computer Power point program Internet UGRR story books Power point Rubric Poetry rubric Glogster Rubric Collage Rubric Skit Rubric Student evaluation rubrics Popcorn buckets Popcorn kernels Popcorn scoop 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.

Everything that we learned about in this UGRR unit.

6. Key vocabulary

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.

8. Developmental activity

The teacher will go over the project rubric once again with the students before they begin

presenting. The students could have chosen to do a skit, song, poem, collage, power point

or Glogster for their end of the unit presentation.

Students will volunteer to present in order. Once it gets down to nobody volunteering,

the teacher will pick sticks.

Students will present their final projects on the Underground Railroad to the class.

While a student is presenting, the rest of the students will fill out a student evaluation

sheet in which they will write at least two things that they really liked about that

presentation. They will go around at the end of everybody’s presentation and place the

student evaluation sheet on that student’s desk. This will minimize distractions of

students getting up and passing these papers out during other presentations.

Each presentation should be 5-7 minutes long.

At the end of all of the presentations, the teachers and students will hand back their

rubrics.

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 music, linguistic, visual-spatial, bodily kinesthetic and

interpersonal intelligences.

Teacher will help provide materials and technology for students who do not have access

to at home.

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: If student chose to do a power point, use power point rubric

Formal: If student chose to write a poem, use the poetry rubric

Formal: : If student chose to make a Glogster, use the Glogster rubric

Formal: : If student chose to make a collage, use the collage rubric

Formal: : If student chose to make a skit or song use the skit rubric

Formal: Teacher will pass out rubrics to grade student projects on.

** All of these rubrics can be found on the supplemental materials tab.

Informal: Students will fill out a student evaluation rubric in which they will write two

things that they liked about the presentation.

Informal: The teacher will observe the students and record significant data on their

personal social studies flashcards with anecdotal notes throughout the project.

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 6: Lesson 3

Targeted Grade Level: Grades 3 - 5Content Area: Social StudiesTime needed: 40 minutes

1. Standards National Council of Social Studies

- T1 a- T1 b- T1 c- T1 d- T2 d- T3 c- T5 d- T5 e- T6 f

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- S1- S2

2. Essential Question(s)

Show what you know!

3. Objective

Students will be able to apply what they have learned throughout the Underground Railroad Unit to answer questions while playing “Underground Railroad Jeopardy”.

4. Materials and/or Technology Resources

Jeopardy Review Game: https://jeopardylabs.com/play/the-underground-railroad7 Computers Internet UGRR review packets Pencils Popcorn buckets Popcorn kernels Popcorn scoop 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.

Everything that we learned about in this UGRR unit.

6. Key vocabulary

All of the vocabulary words that we used throughout this lesson.

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.

The team with the highest score at the end of the game will get to pick from my prize

box.

8. Developmental activity

The class will break randomly into three groups and play Review Jeopardy.

Students will take turns being the captain, who will be answering the questions.

The teacher will be keeping score on the Jeopardy game.

The team with the highest score at the end will get to pick from my prize box.

9. Accommodation, modifications and differentiations for diverse learners

Questions will be read again for students with poor auditory skills.

Students will see the questions on the screen as well for students who process information

by seeing it.

Howard Gardner’s Theory of Multiple Intelligences: This lesson will highly appeal to the

students who have the interpersonal and visual 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.

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.

10. Student Assessment/Evaluation

Informal: The teacher will observe the students and record significant data on their

personal social studies flashcards with anecdotal notes throughout the project.

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 6: Lesson 4

Targeted Grade Level: Grades 3 - 5Content Area: Social StudiesTime needed: 40 minutes

1. Standards National Council of Social Studies

- T1 a - T1 b- T1 c- T1 d- T2 d - T3 c- T5 d- T5 e

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- S1- S2

2. Essential Question(s)

Wrapping it up: Unit test

3. Objective

Students will be able to apply what they have learned about the Underground Railroad

during this unit test.

4. Materials and/or Technology Resources

Paper Pencils Unit test Unit test Answer Key Popcorn buckets Popcorn kernels Popcorn scoop 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.

Students will need to know everything that we learned about in this Underground

Railroad unit.

6. Key vocabulary

All of the key terms that we have learned during this unit of the 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 students will take a unit test which will be out of 100. This test should take about 20

– 25 minutes.

When everybody is finished taking their test, they will have an end of the unit

celebration. They will be able to re-visit their favorite aspects of this unit. Music from

the UGRR will be playing, computers will be available to re-visit UGRR websites, center

games will be available and the discovery table will be filled with all of the books that we

read during this unit.

Groups who earned their popcorn party will have their popcorn party at this time.

Students will fill out Unit Evaluation Sheet to write what was their favorite activities on

during this unit on the Underground Railroad, what was their least favorite and things to

add or change for next year. *This worksheet can be found in the supplemental materials

tab.

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 music, visual, interpersonal, linguistic and intelligences.

Students who have IEP’s or 504’s with test questions read that do not measure

comprehension will have the opportunity to have the test questions read.

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.

Unit test questions that do not measure comprehension may be read to students who have

that accommodation on their 504 or IEP Plan.

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: Unit test

Students will fill out Unit Evaluation Sheet to write what was their favorite activities on

during this unit on the Underground Railroad, what was their least favorite and things to

add or change for next year. *This worksheet can be found in the supplemental materials

tab.

Informal: The teacher will observe the students and record significant data on their

personal social studies flashcards with anecdotal notes throughout the project.

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.