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Activities and Tool Assessment ACTIVITY ONE - FACT OR FICTION

LEARNING OBJECTIVE ONE: Student will determine the validity of quilts as communication on the UGRR using both fiction and non-fiction resources. Activity one: In this activity, the student will choose one text from the list of fiction resources and one from the non-fiction resources. Complete the online survey on fact or fiction. Participate in an online discussion about the difference between written history and oral history. Learning Resources
NF Book

Hidden in Plain View Jacqueline Tobin and Raymond G. Dobard, Ph.D The Underground Railroad for Kids Mary Kay Carson

Fiction Books Most Loved in All the World Tonya Hegamin Secret Signs Anita Riggio Sweet Clara and the Freedom Quilt Deborah Hopkinson The Secret to Freedom Marcia Vaughn The Patchwork Path, A Quilt Map To Freedom Bettye Stroud Self Assessment Check your Understanding Can you distinguish fact from fiction, yet use the two effectively in stating a case for or against quilts as a means of communication on the Underground Railroad? Assessment One: Using the Discussion Board, the student will participate in the weekly discussion, starting one original post and responding to no less than 4 other peers as well as all threads from original posts as needed.

TOOL - DISCUSSION BOARD

STRENGTHS: Asynchronous conversation about the differences between fact and fiction. Allows for multiple points of view on the subject. WEAKNESS: Conversation takes place across days as opposed to real time. After several have posted, those who have waited will have to work harder to come up with something original.

ACTIVITY TWO - POINT A TO POINT B


LEARNING OBJECTIVE TWO: Student will navigate from a southern slave state to a northern free state, following explicit directions and map points using an interactive map. Activity Two: Using the interactive map from the resource list, plan an escape route from a slave state to Canada. Pass through at least 3 slave states and 3 free states to reach Canada. Follow the safe houses on the map. Explain why you chose the route you took. Learning Resources www.nps.gov/.../ugrr/discover_history/underground_map.htm

Assessment Two: Using Screencast O-Matic , student will post a link to the discussion board, showing the route they took and explain why, with an audio presentation. Discussion and comments will then revolve around the wisdom or folly of the chosen route.

TOOL SCREENCAST-O-MATIC
STRENGTH This is an excellent way to explain a map or route from one place to another in both audio and visual form. Student can use aids on screen shots to enhance graphic while explaining their choices. They have 15 minutes of air time to do a presentation.

WEAKNESS many other features are not included in the free version, but for the most part this is a great tool.

ACTIVITY THREE - THE PEOPLE BEHIND THE RAILROAD


LEARNING OBJECTIVE THREE Student will discover persons involved on the UGRR by traveling to specific safe house locations on the interactive map and researching the person who ran the house. Learning Resources www.nps.gov/.../ugrr/discover_history/underground_map.htm Excerpts from The Underground Railroad by William Still

Activity Three Using the texts from the readings at map stops, and the coordinating texts from Excerpts , will choose one person and tell their story in a written, visual, artistic or musical presentation. Must use at least 2 different medium to tell the story. Story will be told in the first person voice. Assessment Three Using Word Press, student will publish the story of the person they discovered on their journey. Their writing and narrative will be told in the first person voice.

TOOL WORD PRESS


STRENGTH For publishing purposes, this is a popular tool for blogging, journaling and more. The layouts are numerous and the graphics are excellent. Media of a variety of types can be easily downloaded into the site to make for very creative presentations. WEAKNESS The learning curve can be tricky. Going from the dashboard to the final product can be tedious, but perseverance with this product can result in a beautiful end product.

ACTIVITY FOUR - FROM FABRIC TO CREATION


LEARNING OBJECTIVE FOUR Student will experiment with different textiles to discover what works best in the art of making a quilt block and connect to how slaves used scraps at hand to make quilts. Learning Resources Facts and Fabrications Barbara Brackman http://pathways.thinkport.org/secrets/secret_quilt.cfm http://www.youtube.com/watch?v=xcNqONRyTU4

Activity Four First, use the Pathways to Freedom link (above) to experiment with quilt block design and color. Then use the video link to YouTube for more specific directions on how to create the most common block, the Log Cabin. Facts and Fabrications will also give you more ideas on the creation of your block, as well as symbolism needed. Assessment Four Students will work in groups of 8 to create a Freedom Trail, using their complete quilt blocks as signposts along the way. Using a collaborative tool of their choice, share their blocks, and make a unified quilt trail. Blocks must be explained in significance of design choice, symbolism chosen, and direction it points to.

TOOL STUDENT CHOICE


STRENGTH - aware that students have preferences in the way they communicate, once groups are established, choice is the key here for use of collaborative meetings, whether it be Google.docs, Skype, or some other means of communication. Because of the nature of the lesson, the POINT is to have them figure out HOW to communicate. WEAKNESS Actually figuring it out. Coming to a consensus on the best way to communicate for their project. But that is the point.