Transcript Underground Railroad

ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Melissa Ralston
Social Studies/History
4th Grade
Underground Railroad
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Goals:
This lesson will help further students’ understanding of slavery and the role the
underground railroad had played. Students will learn about the different people
(especially the Quakers) that were conductors of the underground railroad. Students
will also be learning about the geography of North Carolina and how it helped slaves
on their journey to freedom.
Objectives:
•Students will be able to describe the roles Quakers had in North Carolina’s
underground railroad.
•Students will be able to trace the movement of the underground railroad when
given a map of North Carolina
•Students will be able to identify the significant role the underground railroad
had on the lives of North Carolina’s slaves.
•Students will be able to identify the different ways that slaves were transported
through the underground railroad.
•At the end of the lesson students will be able to defend the efforts of the
Underground Railroad based on the principles of ethics and morality.
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Rationale:
It is important for students to learn about slavery and the brave slaves that tried to escape from it. It is
also important for students to learn how those slaves escaped and the men and women that risked their
lives to help them.
Standards:
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois,
the United States and other nations.
•Apply the skills of historical analysis and interpretation.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents,
images and other literary and non-literary sources.
C. Understand the development of economic systems.
16.C.2a (US) Describe how slavery and indentured servitude influenced the early economy of the
United States.
National – NCSS Themes
Knowledge and understanding of the past enable us to analyze the causes and consequences of events
and developments, and to place these in the context of the institutions, values and beliefs of the periods
in which they took place.
Through experience, observation, and reflection, students will identify elements of culture as well as
similarities and differences among cultural groups across time and place.
Logical/Mathematical
Logical/Mathematical
Students will analyze this map of free
states and slave states. In this 1857
map of the United States the dark
green states are the free states. The
light green are the free “territories",
which were not yet states. The Red
States were Slave Importing States,
and the Pink States Were Slave States
that Exported Slaves.
Students will need to be able to locate
where North Carolina is on the map.
They will do this by circling that state
with a red marker. In this lesson
students will be focusing on one state.
In the lesson the students will be
mapping the Underground Railroad
trail.
Map:
http://www.sonofthesouth.net/slavery/slave-maps/map-free-slave-states.htm
Verbal/Linguistic
Verbal/Linguistic
Students will watch this short film on the Underground Railroad. While
watching this film they need to keep in mind the following questions. They will
need the answers to these questions later in the lesson.
1)What was the special code name for the people who helped slaves escape?
2)What was the special code name for the slaves?
3)What was the special code name for the places the slaves were delivered?
4) What were some of the ways slaves used to escaped to freedom?
5)Who was one of the most important people that helped slaves escape from
freedom?
6)How did slaves know the different places to stop on the Underground Railroad?
Resources/Material needed:
Paper
Pencil
Questions
Video: http://www.youtube.com/watch?v=pMQK7Dnipr0&feature=related
Musical/Rhythmic
Musical/Rhythmic
Activity:
Students will listen this song about the Underground Railroad to help them to feel some of
the emotions slaves may have been feeling on their journey on the Underground Railroad.
At the end of the song students will get into groups of 3-4 and discuss some of the feelings
and thoughts that came to mind while listening to this song.
Materials/Resources Needed:
Oh Freedom http://www.youtube.com/watch?v=XKlgL4SkkqA
Visual/Spatial
Visual/Spatial
Activity:
Using a blank map of the united states students will color in the states that had slavery one
color and the states that did not have slavery another color. We looked over a map just
like this at the beginning of lesson. Students will begin coloring in the map themselves to
see how many states they can remember had slavery. They can then use the map at the
beginning of the lesson to complete their maps.
Materials/Resources:
http://www.freeprintablecoloringpages.net/showcover/US_Maps/USA_Map_With_States_
Names
Body/Kinesthetic
Body/Kinesthetic
Activity:
Students will do some more research on the Underground Railroad. After
they have finished reading the site, students will get into groups of 4-5 and
will write a script for how they would run away to freedom. They will need
to each play a role (slave owner, slave, conductors, etc.). After they have
written the script they will practice and then they will present their play to
the class.
Resources/Material needed:
http://www.socialstudiesforkids.com/articles/ushistory/undergroundrailroad
1.htm
http://www.cr.nps.gov/nr/travel/underground/
Interpersonal
Interpersonal
Activity:
The students will need to go to the computer lab to do research on the slave owners and
conductors. After completing their research students will take a piece of paper and fold it
into thirds. The first third will be labeled Conductor, the second third will be labeled
Conductor/Slave Owner, and the third third will be labeled Slave Owner. Students will
work in groups of 4-5 to place characteristics into each of the thirds. They will need to
decide the differences between the Conductors and the Slave Owners and the similarities.
At the end of the activity the teacher will collect these papers to be graded.
Resources/Material needed:
Conductor website:
http://www.socialstudiesforkids.com/subjects/undergroundrailroad.htm
Slave Owner website: http://www.socialstudiesforkids.com/subjects/slavery.htm
Computers
Paper
Pencil
Intrapersonal
Intrapersonal
Activity:
Using the map of North Carolina students will write a journal entry on how they would
escape from North Carolina if they were a slave.
Material/Resources needed:
Map of North Carolina:
http://www.netstate.com/states/maps/images/nc_outline.gif
Naturalistic
Naturalistic
Activity:
The teacher will read the students the book “Henry’s Freedom Box”. The teacher
will bring a refrigerator box so that the students can sit in the box after reading
the story to experience how Henry may have felt when he shipped himself to
freedom.
Materials/Resources:
Henry’s Freedom Box by Ellen Levine
Refrigerator box
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Visual Learning and Assessment:
During each of the projects I will be assessing the students
by watching them as they work. I will also be collecting
many of their projects to read and grade. The students
will also be having many different discussions and they
can be assessed by how well they participate in the
discussion. I will keep in mind while doing this though
that not all students like to participate actively in a
discussion. For those particular students I will grade them
more on the stuff they turn in to be graded.
Online Resources: http://www.delicious.com/mralston