Beruflich Dokumente
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Learning Objectives
What will students know and
The Underground railroad was a series of routes and safe houses used in the 19th century by slaves who
were trying to reach freedom. Students should begin to understand this concept because it was such an
important event that changed the course of our US history. It lead to the Civil war and the Jim crow
laws, which really impacted America at the time.
NCSS Theme: Time, Continuity, & Change Social studies programs should include experiences that
provide for the study of the ways human beings view themselves in and over time, so that the learner
can:
1. Demonstrate an understanding that different people may describe the same event or situation in
diverse ways, citing reasons for the differences in views.
2. Compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past.
SS.2.A.2.4-Explore ways the daily life of people living in Colonial America changed over time.
SS.2.A.3.1-Identify terms and designations of time sequence.
LAFS.2.RI.1.1-Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
LAFS.2.RI.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
The student will walk around the classroom on a path, representing the underground railroad, and will
stop at stations, representing the safe houses. At each station there will be an artifact and it will give you
Modified 1/16 Van De Mark from document created by L. Spaulding
Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
ESOL & Students with Learning Differences: I would pair up ESOL students so that they could discuss
the questions in their native language. I also think having the artifact to touch and hold will really help
them understand what they are and you could make connections from words to symbols with the
artifacts. You can also talk slowly and use simple directions that will benefit the whole class and
students with learning differences.
Gifted/Talented: I would ask higher order thinking questions to my more gifted students one on one.
Homework- Students choose the artifact they are most interested in and they have to go home and
research the topic and write down 3 facts about that object. They will discuss their findings in school the
next day.
Modified 1/16 Van De Mark from document created by L. Spaulding